Field Manual *FM 25-100

No. 25-100 Headquarters

Department of the Army
Washington, D. C., 15 November 1988

TRAINING THE FORCE

Preface
Training prepares soldiers, leaders, and units to fight and win in
combat—the Army’s basic mission. “Training the Force” is the Army’s
standardized training doctrine applicable throughout the force. It pro-
vides the necessary guidelines on how to plan, execute, and assess
training at all levels. The manual provides authoritative foundations
for individual, leader, and unit training. Individual training must de-
velop soldiers who are proficient in battlefield skills, disciplined,
physically tough, and highly motivated. Leader training is an impera-
tive for every echelon; it is an investment in the Army of today and
tomorrow. Unit training must prepare our forces for the rigors of the
battlefield.
The Army must be trained and ready in peacetime to deter war, to
fight and control wars that do start, and to terminate wars on terms
favorable to US and allied interests. The complex world environment
and the sophisticated military capabilities of potential adversaries, to
include the Soviet Union, its allies, and a number of well-armed devel-
oping nations, have removed the time buffer the United States previ-
ously enjoyed that allowed it to mobilize and train to an adequate
level of readiness before engaging in combat operations. As recent
events have illustrated, our nation’s ability to deter attack or act
decisively to contain and de-escalate a crisis demands an essentially
instantaneous transition from peace to war preparedness. This requires
that all leaders in the Army understand, attain, sustain, and enforce
high standards of combat readiness through tough, realistic multi-
echelon combined arms training designed to challenge and develop
individuals, leaders, and units.
DISTRIBUTION RESTRICTION: Distribution authorized to US government agencies only to protect technical or
operational information from automatic dissemination under the International Exchange program or by other
means. This determination was made on 15 November 1988. Other requests will be referred to Commander,
U.S. Army Combined Arms Center and Fort Leavenworth, Attn: ATZL-GOP-SE, Fort Leavenworth, KS 66027-5070.

Destruction Notice—Destroy by any method that will prevent disclosure of contents or reconstruction of the
document.

*This publication supersedes FM 25-1, 28 February 1985.

i
FM 25-100

The key to fighting and winning is an understanding of “how we

train to fight” at every echelon. Training programs must result in
demonstrated tactical and technical competence, confidence, and initia-
tive in our soldiers and their leaders. This manual has application for
leaders at all levels and for every type organization. The principal focus
is on Active and Reserve battalion equivalent and higher level com-
manders, their command sergeants major, and staffs. Implied throughout
the manual is recognition of the extremely important role of junior
leaders in training and providing feedback. The role of our noncom-
missioned officers in ensuring that individual soldiers in their units
attain the required standards of proficiency through training, and in
linking the individual’s performance with the unit’s training plans, is
of fundamental importance.
Every senior leader is expected to know, understand, and apply the
concepts in this manual. It reflects the lessons learned since the intro-
duction of FC 25-100 in August 1985 and has incorporated recommen-
dations and comments from the Army in the field.
Training will remain the Army’s top priority because it is the corner-
stone of combat readiness!

Carl E. Vuono
General, United States Army
Chief of Staff

The proponent of this publication is HQ TRADOC. Submit changes

for improving this publication on DA Form 2028 (Recommended Changes
to Publications and Blank Forms) and forward it to Commander, U.S.
Army Combined Arms Center, ATTN: ATZL-SWA-DL, Fort Leavenworth,
Kansas 66027-6900.
Unless otherwise stated, whenever the masculine gender is used, both
men and women are included.

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FM 25-100

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FM 25-100

iv
 CHAPTER 1
Training Overview

The Army training mission is to prepare soldiers, leaders, and

units to deploy, fight, and win in combat at any intensity level,
anywhere, anytime.
— The training focus is on our wartime missions.
— Our top priority is training.
— Maintenance is a vital part of our training program.
— Realistic, sustained multiechelon totally integrated combined
arms training must be continuously stressed at all levels.
— Every soldier, leader, and unit training program must be
carefully planned, aggressively executed, and thoroughly
assessed.
General Carl E. Vuono

Training Challenges

T he Army exists to deter war or, if

deterrence fails, to reestablish peace
through victory in combat wherever US
conducted to the most exacting standards
can fulfill. The highest quality training is,
therefore, essential at all levels.
interests are challenged. To accomplish this, We can trace the connection between
the Army’s forces must be able to accom- training and success in battle to one of the
plish their assigned strategic roles. More- Army’s earliest leaders and trainers, Gen-
over, for deterrence to be effective, potential eral Winfield Scott, in the War of 1812. For
enemies must perceive that the Army has nearly two years, American soldiers had
the capability to mobilize, deploy, fight, suffered loss after loss against British forces
and sustain combat operations in unified along the Canadian border. To end the
action with our sister services and allies. defeats, President James Madison appointed
Training, therefore, is the process that new military leaders, one of whom was
melds human and material resources into Scott. On March 24, 1814, he took charge
these required capabilities. of a small, poorly prepared force at Buffalo
We train the way we intend to fight and set out to make these men the profes-
because our historical experiences amply sional equals of the British soldier. His
show the direct correlation between realistic training, based on the current British
training and success on the battlefield. The handbook, was hard and realistic, and his
Army has an obligation to the American discipline was strict. He drilled his men ten
people to ensure its sons and daughters go hours a day in infantry tactics, the use of
into battle with the best chance of success the musket and bayonet, and close order
and survival. This is an obligation that drill. The first test of Scott’s training came
only outstanding and realistic training on July 3, 1814, during the battle of

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FM 25-100

Chippewa. For the first time in the war, and their leaders. Training is the means
American soldiers stood up to their foe and to achieve the tactical and technical pro-
drove them from the field. Scott’s training ficiency that soldiers, leaders, and units
had paid off. He had trained and he had must have to enable them to accomplish
won. Today’s leaders must learn the lessons their missions. Therefore, training must—
of history and find ways to use this wisdom
to meet contemporary training challenges. Practice the techniques and procedures
of integrated command and control.
The future battlefield will be character-
ized by high volumes of fire and lack of a Enable units to apply joint and combined
distinct FEBA or FLOT trace; in many doctrine and tactics.
cases, small units and task forces may find Exercise all support systems required to
themselves either bypassed or encircled. sustain combat operations.
Units will frequently be cross attached in
order to react to the flow of the battle or Responsibility for the Army’s success on
to reconstitute units. The key to winning the future battlefield rests on the shoulders
in that battlefield environment will be the of today’s Active, National Guard, Reserve,
understanding of “how we fight” at every and civilian leaders at all levels. These
level and the demonstrated confidence, senior leaders must concentrate training on
competence, and initiative of our soldiers warfighting skills.

Active and Reserve Component Training

The differences between Active and geographic dispersion than CONUS AC
Reserve training opportunities are important units. However, these units often enjoy
to the Army’s senior leaders and theater higher fills of MOS-qualified soldiers and
commanders in chief. They must be pre- equipment than their AC CONUS counter-
pared to provide or receive units from the parts. The OCONUS units usually have the
National Guard, Army Reserve, and Active unique motivation and training opportuni-
Component in wartime or in peacetime ties afforded by being assigned “real
exercises. world,” wartime-oriented missions.
OCONUS major training facilities are
ACTIVE COMPONENT (AC) normally smaller and farther from garrison
CONUS UNITS than those that serve CONUS-based AC
AC CONUS units are generally located units. While local training areas (LTAs)
at installations that have nearby modern are available, their small size and environ-
ranges and training areas available for unit mental restrictions tend to constrain their
training; classrooms, simulators, and learn- use. In some parts of the world, maneuver
ing centers available for individual training; rights areas (MRAs) allow large-unit com-
and academies, libraries, and other profes- bined arms and services exercises on the
sional development resources available for host nation countryside; however, these are
leader training. These units normally enjoy normally subject to maneuver restrictions.
relatively high levels of personnel and equip- RESERVE COMPONENT
ment fill. Combat training centers (CTCs)
also provide unique training opportunities. (RC) UNITS
The relative geographical concentration and The training environment of the RC, the
ease of access to all these training facilities Army National Guard and Army Reserve,
provide a good overall training environment. is generally more challenging than that of
the AC. The training year for the average
AC OCONUS UNITS soldier in an RC unit consists of 24 days
Active duty units that are stationed of inactive duty training (IDT) and 15 days
overseas normally experience more of annual training (AT)—39 days per year.

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 FM 25-100

The soldiers and leaders in the RC have RC units have to recruit many of their own
military service and separate civilian careers soldiers. Since these new recruits may be
competing for their attention and time. assigned to the RC unit prior to completion
These units face considerable geographic of initial entry training, the RC may have
dispersion. For example, the average RC fewer MOS-qualified personnel assigned
battalion is dispersed over a 150- to 300- than their AC counterparts. Notwithstand-
mile radius; soldiers travel an average of ing these challenges, the Reserve Compo-
40 miles to reach the nearest LTA; and nents offer the nation a large measure of
units must move an average of 150 miles deterrence and warfighting power per dollar
to the nearest major training area (MTA). invested.

Principles of Training
TRAIN AS COMBINED ARMS TRAIN AS YOU FIGHT
AND SERVICES TEAM The goal of combat-level training is to
Today’s Army doctrine requires combined achieve combat-level standards. Every effort
arms and services teamwork. When com- must be made to attain this difficult goal.
mitted to battle, each unit must be prepared Within the confines of safety and common
to execute combined arms and services sense, leaders must be willing to accept less
operations without additional training or than perfect results initially and demand
lengthy adjustment periods. Combined arms realism in training. They must integrate
proficiency develops when teams train to- such realistic conditions as smoke, noise,
gether. Leaders must regularly practice simulated NBC, battlefield debris, loss of
cross attachment of the full wartime spec- key leaders, and cold weather. They must
trum of combat, combat support, and seize every opportunity to move soldiers
combat service support units. Peacetime out of the classroom into the field, fire
relationships must mirror wartime task weapons, maneuver as a combined arms
organization to the greatest extent possible.
The full integration of the combined arms
team is attained through the “slice”
approach to training management. This
approach acknowledges that the maneuver
commander controls and orchestrates the
basic combat, combat support, and combat
service support systems. It states that in
order to fight with these systems, he must
train them often enough to sustain combat-
level proficiency. In short, the maneuver
commander, with the assistance of higher-
level leaders, must forge the combined arms
team. An example of a “brigade slice” is
at Figure 1-1.
Using this same approach, to assist
division-level training, the corps commander
requires all corps units that would be sup-
porting the division in wartime to partici-
pate in division training exercises. The
divisional and nondivisional units that
habitually train with the division are
termed the “division slice.”

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FM 25-100

team, incorporate protective measures TRAIN TO SUSTAIN

against enemy actions, and include joint PROFICIENCY
and combined operations. Once individuals and units have trained
to a required level of proficiency, leaders
USE APPROPRIATE must structure collective and individual
DOCTRINE training plans to repeat critical task train-
Training must conform to Army doctrine. ing at the minimum frequency necessary
FM 100-5, Operations, and supporting for sustainment. Mission training plans
doctrinal manuals describe common pro- and the Individual Training Evaluation
cedures and uniform operational methods Program (ITEP) are tools to help achieve
that permit commanders and organizations and sustain collective and individual pro-
to adjust rapidly to changing situations. At ficiency. Sustainment training is often
higher echelons, standardized doctrinal prin- misunderstood, although it is a reasonable,
ciples provide a basis for a common vo- commonsense approach to training. Put
cabulary and for military literacy across simply, sustainment training must sustain
the force. In units, new soldiers will have skills to high standards often enough to
little time to learn nonstandard procedures. prevent skill decay and to train new people.
Therefore, units must train on peacetime Army units must be prepared to accomplish
training tasks to the Army standards con- their wartime missions by frequent sustain-
tained in mission training plans (MTPs), ment training on critical tasks; they cannot
battle drill books, soldier’s manuals, regu- rely on infrequent “peaking” to the appro-
lations, and other training and doctrinal priate level of wartime proficiency. As
publications. depicted in Figure 1-2, sustainment training
enables units to operate in a “band of
excellence” by appropriate repetitions of
USE PERFORMANCE- critical task training during prime training
ORIENTED TRAINING periods.
Units become proficient in the perfor-
mance of critical tasks and missions by TRAIN USING MULTIECHELON
practicing the tasks and missions. Soldiers TECHNIQUES
learn best by doing, using a hands-on To use available time and resources most
approach. Leaders are responsible to plan effectively, commanders must simulta-
training that will provide these opportuni- neously train individuals, leaders, and
ties. All training assets and resources, to units at each echelon in the organization
include simulators, simulations, and training during training events. Multiechelon train-
devices, must be included in the strategy. ing is the most efficient way of training
and sustaining a diverse number of mission
TRAIN TO CHALLENGE essential tasks within limited periods of
Tough, realistic, and intellectually and training time.
physically challenging training both excites
and motivates soldiers and leaders. It builds TRAIN TO MAINTAIN
competence and confidence by developing Maintenance is a vital part of every
and honing skills. Challenging training training program. Maintenance training
inspires excellence by fostering initiative, designed to keep equipment in the fight is
enthusiasm, and eagerness to learn. Success- of equal importance to soldiers being expert
ful completion of each training phase in its use. Soldiers and leaders are respon-
increases the capacity and motivation of sible for maintaining all assigned equip-
individuals and units for more sophisticated ment in a high state of readiness in support
and challenging achievement. of training or combat employment.

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 FM 25-100

MAKE COMMANDERS THE Base training on wartime mission require

PRIMARY TRAINERS ments.
Identify applicable Army standards.
The leaders in the chain of command Assess current levels of proficiency.
are responsible for the training and perfor- Provide the required resources.
mance of their soldiers and units. They are
the primary training managers and trainers Develop and execute training plans that
for their organizations. To accomplish their result in proficient individuals, leaders,
training responsibility, commanders must- and units.’
Senior Leaders and Training
Effective training is the number one It is based on a comprehensive under-
priority of senior leaders in peacetime. In standing of the following:
wartime, training continues with a priority — Mission, doctrine, and history.
second only to combat or to the support
of combat operations. Senior leaders must — Enemy capabilities.
extract the greatest training value from — Organizational strengths and weak-
every opportunity in every activity. Effective nesses.
training requires their continuous personal
time and energy as they accomplish the — Training environment.
following: Require their subordinates to under-
Develop and communicate a clear stand and perform their roles in
vision. The senior leader’s training training. Since good training results
vision provides the direction, purpose, and from leader involvement, one of the
motivation necessary to prepare indi- commander’s principal roles in training
viduals and organizations to win in war. is to teach subordinate trainers how to

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FM 25-100

train and how to fight. He provides the consistent training focus on wartime
continuing leadership that focuses train- missions from the top to the bottom of
ing on the organization’s wartime the organization. However, they decen-
mission. The commander assigns officers tralize execution to ensure that the con-
primary responsibility for collective duct of mission-related training sustains
training and noncommissioned officers strengths and overcomes the weaknesses
primary responsibility for individual unique to each unit.
training. The commander is the inte- Establish effective communications
grator who melds leader and individual between command echelons. Guidance
training requirements into collective based on wartime missions and priorities
training events using multiechelon tech- flows from the highest echelons down-
niques (Figure 1-3). ward. Specific information about individ-
Train all elements to be proficient on ual and collective training proficiency
their mission essential tasks. They and needs flows from the lowest organi-
must integrate and train to Army stan- zational levels upwards. Leaders at all
dard all elements in and supporting their levels use effective two-way communica-
command—combat, combat support, and tions to exchange feedback concerning
combat service support-on their selected the planning, execution, and assessment
mission essential tasks. An important of training.
requirement is for all leaders to project Develop their subordinates. Competent
training plans far enough into the future and confident leaders build cohesive
to coordinate resources with long lead organizations with a strong chain of
times. command, high morale, and good disci-
Centralize training planning and pline. Therefore, senior leaders create
decentralize training-execution. Senior leader development programs that develop
leaders centralize planning to provide a a warfighter’s professionalism-knowledge,

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attitudes, and skills. They mentor, guide, more important, however, that they
listen to, and “think with” subordinates achieve the established standard on a
to challenge their depth of knowledge and limited number of tasks during a train-
understanding. Senior leaders share ing event than to attempt many and fail
experienced insights that encourage to achieve the standards on any, ration-
subordinates to study their profession and alizing that they will take corrective
develop themselves. They train leaders to action at some later training period.
plan training carefully, execute aggres- Soldiers will remember the enforced
sively, and assess short-term achievement standard, not the one that was discussed.
in terms of desired long-term results.
Effective leader development programs
will continuously influence the Army as Foster a command climate that is
younger leaders progress to higher levels conducive to good training. Senior
of responsibility. leaders create a command climate that
rewards subordinates who are bold and
Involve themselves personally in plan- innovative trainers. They challenge the
ning, executing, and assessing train- organization and each individual to train
ing. They are actively involved in to full potential.
planning for future training. They create
a sense of stability throughout the Eliminate training distractions. The
organization by protecting approved commander who–has planned and
training plans from training distracters. resourced a training event is responsible
Senior leaders are present during the to ensure that the maximum number of
conduct of training and provide experi- soldiers participate. The administrative
enced feedback to all participants. support burdens cannot be ignored, but
they can be managed using an effective
Demand training standards are time management system. Senior leaders
achieved. Leaders anticipate that all must support their commanders’ efforts
tasks will not be performed to standard. to train effectively by eliminating train-
Therefore, they design time into training ing distracters and reinforcing the require
events to allow additional training on ment for all assigned personnel to be
tasks not performed to standard. It is present during prime training time.

Battle Focus
Battle focus is a concept used to derive focusing on mission essential training
peacetime training requirements from war- activities. Battle focus is a recognition that
time missions. Battle focus guides the plan- a unit cannot attain proficiency to standard
ning, execution, and assessment of each on every task whether due to time or other
organization’s training program to ensure resource constraints. However, commanders
its members train as they are going to can achieve a successful training program
fight. Battle focus is critical throughout the by consciously narrowing the focus to a
entire training process and is used by reduced number of vital tasks that are
commanders to allocate resources for train- essential to mission accomplishment.
ing based on wartime mission requirements.
Its implementation enables commanders at A critical aspect of the battle focus
all levels and their staffs to structure a concept is to understand the responsibility
training program which copes with for and the linkage between the collective
nonmission-related requirements while mission essential tasks and the individual

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tasks which support them. The diagram at proper sequence to derive optimum training
Figure 1-4 depicts the relationships and the benefit from each training opportunity.

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 FM 25-100

The commander and the command ser- Figure 1-5. Chapter 2 explains the mission
geant major (CSM) must jointly coordinate essential task list development process—
the collective mission essential tasks and training must relate to the organization’s
individual training tasks on which the unit wartime mission. Chapter 3 describes the
will concentrate its efforts during a given long-range, short-range, and near-term train-
period. The CSM and NCO leaders must ing plans that leaders use to manage
select the specific individual tasks, which training over various periods of time.
support each collective task, to be trained Chapter 4 discusses the execution of
during this same period. NCOs have the training and the role of senior leaders.
primary role in training and developing Chapter 5 explains the procedures for
individual soldier skills. Officers at every evaluating training and conducting organi-
level remain responsible for training to zational assessments. Training evaluations
established standards during both individ- and organizational assessments are feed-
ual and collective training. back mechanisms that leaders use to keep
The training management approach to the system dynamic and capable of con-
implement the battle focus is depicted in tinual improvement and fine tuning.

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 CHAPTER 2
Mission Essential Task List
(METL) Development
Do essential things first. There is not enough time for the
commander to do everything. Each commander will have to
determine wisely what is essential, and assign responsibilities
for accomplishment. He should spend the remaining time on
near essentials. This is especially true of training. Nonessentials
should not take up time required for essentials.
General Bruce C. Clarke

METL Development Process

B attle-focused training programs are
based on wartime requirements. Army
organizations cannot achieve and sustain
identify the tasks that are essential to accom-
plishing the organization’s wartime mission.
Figure 2-1 depicts the process that leaders
proficiency on every possible training task. use to identify and select mission essential
Therefore, comma-riders must selectively tasks.

INPUTS TO METL External Directives. External direc-

DEVELOPMENT tives are additional sources of training tasks
There are two primary inputs to METL that relate to an organization’s wartime
development: war plans and external mission. Some examples are—
directives. Mission training plans.
War Plans. The most critical inputs to Mobilization plans.
METL development are the organization’s
wartime operations and contingency plans. Installation wartime transition and deploy-
The missions and related information pro- ment plans.
vided in these plans are key to determining
essential training tasks. Force integration plans.

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In some cases, these directives identify the wartime mission (for example, mobili-
component tasks which make up the war- zation plans). Figure 2-2 is an example of
time mission (for example, MTPs). In others, division tasks derived from applicable
they specify additional tasks that relate to external directives.

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COMMANDER’S ANALYSIS areas and organizes for combat; on

order, conducts counterattacks, prepares
Commanders analyze the applicable tasks to establish blocking positions, or pre-
contained in external directives and select pares to assume the sector of another
for training only those tasks essential to division in the assigned Corps area.
accomplish their organization’s wartime
mission. This selection process reduces the To provide battle focus on the most
number of tasks the organization must important wartime requirements, the com-
train. The compilation of tasks critical for mander identifies specified and implied
wartime mission accomplishment is the mission essential tasks from the larger num-
organization’s METL. ber of possible training tasks contained in
To illustrate the METL development pro- appropriate external directives. This process
cess, the following division wartime mission will concentrate the organization’s peacetime
statement forms the start point for deter- training efforts on the most important col-
mining the most important training tasks: lective training tasks required to accomplish
At C-day, H-hour, Division deploys by the wartime mission. An example division
air and sea, occupies assigned assembly METL is at Figure 2-3.

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FM 25-100

MISSION ESSENTIAL TASK For organizations with very specific war-

LIST time missions (for example, forward de-
ployed units), battle books can also assist
The following fundamentals apply to in the identification of mission essential
METL development: tasks. Battle books contain detailed infor-
The METL is derived from the organiza- mation concerning war plans, such as tac-
tion’s wartime missions and related tasks tical routes to wartime areas of operation,
in external directives. ammunition upload procedures, execution of
Mission essential tasks must apply to the schemes of maneuver, and other support
entire organization. METL does not requirements. Preparation of battle books
include tasks assigned solely to subordi- is particularly important at battalion level
nate organizations. and below to develop the precise tasks re-
quired for mission accomplishment.
Each organization’s METL must support All AC and RC MTOE and TDA organi-
and complement higher headquarters’ zations from corps to company level prepare
METL. METLs. Command groups and staff ele-
The availability of resources does not ments at each level (Figure 2-4) develop
affect METL development. The METL is METLs to address mission essential tasks
an unconstrained statement of the tasks in their areas of responsibility. Each
required to accomplish wartime missions. organization’s METL is approved by the
The seven battlefield operating systems next higher commander in the wartime
(BOS) are used to systematically ensure chain of command. Command group METLs
that all elements of the organization’s are approved by the commander. Staff
combat power are directed toward accom- METLs are approved by the organization’s
plishing the overall mission. BOS are the commander or chief of staff.
Organizations that conduct daily support
major functions which occur on the bat- functions also prepare a METL. The METL
tlefield and must be performed by the for these support organizations must address
force to successfully execute operations. the differences between peacetime and war-
The systems are as follows: time operating conditions. For example, a
— Maneuver. combat service support unit may operate
— Fire support. during peacetime from permanent facilities,
— Command and control. with some major supplies provided via con-
— Intelligence. tract transportation and automation systems
— Mobility/survivability. operated using commercial telephone sys-
— Combat service support. tems. A wartime environment, however,
— Air defense. requires support missions to be accomplished
In similar type organizations, mission under austere conditions on an active battle-
essential tasks may vary significantly field. Support organizations’ METLs must
because of different wartime missions or identify these wartime requirements and
geographical locations. For example, a include them in subsequent training plans.
CONUS-based division may identify stra- The METLs for associated combat, com-
tegic deployment requirements as critical bat support, and combat service support
deployment tasks; a forward-deployed divi- organizations must be coordinated during
sion may identify tactical deployment the development process. This requirement
requirements such as rapid assembly and supports the concept that combined arms
tactical road marches as critical deploy- and services teams will conduct training
ment tasks. Geography may also influence and warfighting. A key component of the
the selection of different mission essential senior commander’s METL approval process
tasks for units with wartime missions in is determining if subordinate organizations
tropical, cold, or desert environments. have properly coordinated their METLs.

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Since the METL forms the basis for the ment to create a team approach to battle-
organization’s training plans, it is stabilized focused training. Subordinate participation
when approved. The METL is normally develops a common understanding of the
modified only if changes occur in wartime organization’s critical wartime requirements
missions. Because war plans are the most so that METLs throughout the organization
critical input to the METL development are mutually supporting. Subordinate com-
process, senior commanders make every manders can subsequently apply insights
effort to stabilize wartime missions. A sig- gained during preparation of the next higher
nificant revision of a unit’s mission can headquarters’ METL to the development of
result in major changes to its METL and their own METL. The CSM and other key
require subsequent major modifications to NCOs must understand the organization’s
training plans. collective METL so that they can integrate
The commander has the responsibility individual tasks into each collective mission
for developing a training strategy that essential task during METL-based training.
will maintain unit proficiency for all tasks After the commander designates the col-
that have been designated as mission essen- lective mission essential tasks required to
tial. There should be no attempt to pri- accomplish his organization’s wartime
oritize tasks within the METL. By definition mission, the CSM and senior NCOs develop
all tasks that have been placed on the a supporting individual task list for each
METL are equally essential to ensure mission essential task. Soldier training pub-
mission accomplishment. lications and mission training plans are
Commanders involve subordinate com- major source documents for selecting ap-
manders and their CSMs in METL develop- propriate individual tasks.

RC and TDA METL Development

RC METL DEVELOPMENT organizations. All training (less necessary
The METL development process is the state-required training for the Army Na-
same for Active and Reserve Component tional Guard) must be directed at wartime

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FM 25-100

mission readiness. RC units have less than RC METLs. Peacetime commanders provide
20 percent of the training time available the training resources and ensure that train-
to their AC counterparts. Therefore, battle ing for mission essential tasks is planned,
focus is essential so that RC commanders executed, and evaluated. The two chains of
concentrate their limited time on the most command work together and remain coor-
critical wartime training requirements. dinated by focusing on the METL.
RC units often operate under two chains
of command—wartime and peacetime. The TDA METL DEVELOPMENT
wartime chain of command provides war-
time mission guidance through the The concept of battle focus is equally
CAPSTONE alignment program and ap- applicable to the diverse environment of
proves RC unit METL. Recognizing the TDA organizations. Senior leaders in TDA
limited training time available to RC units organizations derive mission essential task
during peacetime, wartime commanders as- lists from critical peacetime or wartime
sign missions that are as specific as pos- missions. Mission essential tasks may be
sible. Mission specificity limits the range either critical training tasks or opera-
of possible RC mission essential tasks and tional activities required to accomplish the
allows the RC to achieve Army standards TDA organization’s ongoing mission. An
on each training task. The peacetime chain example of a TDA organization METL is
of command also reviews and coordinates at Figure 2-5.

T r a i n i n g Objectives
After mission essential tasks have been Mission training plans.
identified, commanders establish supporting
standards and conditions for each task. The Soldier’s manuals.
resulting training objective—a set of condi-
tions and standards that relate to a task— DA Pam 350-38, Standards in Weapons
provides a clear statement of expected train- Training.
ing performance. The conditions and stan- Deployment or mobilization plans.
dards for many major collective training
tasks are identified in applicable MTPs. An General defense plans.
example of a division-level training objective
is at Figure 2-6. Army, major Army command (MACOM),
and local regulations.
The following are documents that will
assist commanders and staffs in developing Local standing operating procedures
collective and individual training objectives: (SOPs).

2-6
 FM 25-100

Battle Tasks
After review and approval of subordinate commander to define the training tasks
organizations’ METLs, the senior leader that—
selects battle tasks. A battle task is a com- Integrate the battlefield operating systems.
mand group, staff, or subordinate organi-
zation mission essential task that is so Receive the highest priority for resources
critical that its accomplishment will deter- such as ammunition, training areas and
mine the success of the next higher organi- facilities, materiel, and funds.
zation’s mission essential task. Battle tasks
are selected for each mission essential task Receive emphasis during evaluations
on the METL. Battle tasks allow the senior directed by the senior headquarters.

2-7
FM 25-100

An example of a division commander’s mission essential task “conduct a hasty

list of battle tasks that support the division attack” is at Figure 2-7.

Using a corps as an example, Figure 2-8 battle focus provides a common direction
depicts the relationships between wartime for the entire organization and the founda-
missions, mission essential task list, and tion for the subsequent development of
battle tasks. This diagram illustrates how relevant training plans.

2-8
FM 25-100

2-9
 CHAPTER 3
Planning

We cannot train without planning and we cannot teach without

preparation.
General George C. Marshall

Planning Process

P lanning is an extension of the

battle focus concept that links organi-
zational METL with the subsequent execu-
publications as how to fight manuals and
other doctrinal literature.
tion and evaluation of training. A relatively Leaders determine current training pro-
centralized process, planning develops mutu- ficiency levels by analyzing all available
ally supporting METL-based training at all training evaluations. However, each evalu-
levels within an organization. Figure 3-1 ation applies only to a portion of the total
depicts the planning process used to develop proficiency of an organization at a specific
battle-focused training programs. time. Therefore, leaders must use all avail-
able evaluation data to develop an assess-
The commander provides two principal ment of the organization’s overall capability
inputs at the start of the planning process: to accomplish each mission essential task.
the METL (discussed in Chapter 2) and the In addition to past training evaluations,
training assessment. The training assess- other information about future events influ-
ment compares the organization’s current ence the assessment. For example, the
level of training proficiency with the desired projected personnel turnover rates or the
level of warfighting proficiency. This desired fielding of new equipment could signifi-
level is defined in MTPs and in such cantly affect the commander’s assessment

TRAINING PLANNING PROCESS

3-1
FM 25-100

of training proficiency status during the The training assessment of each separate
upcoming training period. Leaders update mission essential task enables the com-
the training assessment at the beginning mander to develop his training vision. This
of each long-range and short-range planning is his broad concept for training the or-
cycle and after a major training event (for ganization to achieve and sustain wartime
example, a CTC rotation). proficiency. The key elements which shape
a commander’s training vision are a
The commander uses the broad expe- thorough understanding of training and
rience and knowledge of key subordinates operations doctrine, his assessment of METL
to help determine the organization’s current proficiency levels, and knowledge of poten-
proficiency. A division commander may tial enemy capabilities.
direct that the assistant division com-
manders, key staff members, and subor-
dinate commanders assess the current The commander’s training vision is
training proficiency of the division’s ability supported by organizational goals that
to execute mission essential tasks and sup- provide a common direction for all of the
porting battle tasks. The division CSM and commander’s programs and systems. Senior
subordinate CSMs assess proficiency on leaders involve their staff and their sub-
individual tasks that support collective ordinate commanders in goal development
tasks. The participants review available to ensure common understanding and to
collective and individual evaluation informa- create an organizational team approach.
tion, relying heavily on personal observa- Following are examples of organizational
tions. They then compare the organization’s goals:
current task proficiency with the Army
standard. The commander uses subordinate Establish and support a command climate
input to make his final determination of conducive to developing a high level of
the organization’s current proficiency on individual, leader, and collective war-
each task (Figure 3-2). Current task pro- fighting proficiency (all types of
ficiency is indicated by rating the task as organizations).
“T” (trained), “P” (needs practice), “U”
(untrained), or “?" (unknown). The training
requirement is the training necessary to Conduct force integration while continu-
achieve and sustain desired levels of train- ously maintaining the short-term readi-
ing proficiency for each mission essential ness of the organization (MTOE and TDA
task. organizations).
The commander, assisted by the staff,
develops a strategy to accomplish each Develop and integrate the doctrine required
training requirement. This includes im- to field combined arms and joint service
proving proficiency on some tasks and teams that can fight and win on the
sustaining performance on others. Through battlefield (AC and RC schools).
the training strategy, the commander es-
tablishes training priorities by determining Recruit and retain high-quality soldiers
the minimum frequency each mission es- and leaders (RC organizations).
sential task will be performed during the
upcoming planning period. The strategy
also includes broad guidance that links the Through the training planning process, the
METL with upcoming major training events. commander’s guidance (training vision,
The initial training assessment includes the goals, and priorities) is melded together with
commander’s guidance that starts the de- the METL and the training assessment into
tailed planning process. manageable training plans.

3-2
 FM 25-100

EXTRACT FROM COMMANDER’S TRAINING ASSESSMENT

3-3
FM 25-100

Training Plans
There are three types of training plans: have a battle focus that is congruous
long-range, short-range, and near-term. A throughout the organization.
general comparison of long-range, short- Be coordinated between associated
range, and near-term plans is at Figure 3-3. combat, combat support, and combat
Properly developed training plans will— service support organizations. Brigade
and battalion task force (TF) commanders
Maintain a consistent battle focus. plan for coordinated combined arms and
Each headquarters in the organization services training of their wartime task
involves its subordinate headquarters in organizations. “Slice” commanders actively
the development of training plans. Based participate in this process and develop
on the higher headquarter's plan, sub- complementary training plans. Corps and
ordinate commanders prepare plans which division commanders require integrated

COMPARISON OF LONG-RANGE, SHORT-RANGE,

AND NEAR-TERM TRAINING PLANS

3-4
 FM 25-100

training plans and monitor coordination training guidance document sufficiently in

efforts during the planning process. advance to provide adequate planning time
Focus on the correct time horizon. for both their troop-listed wartime units and
Long-range training plans in the AC supporting peacetime organizations. Guid-
extend out at least one year. The RC ance at these senior levels is critical to the
long-range plans consider a minimum of development and integration of a large
two years. Short-range training plans in number of subordinate AC and RC long-
the AC normally focus on an upcoming range training plans. Therefore, long lead
quarter (three months) while RC short- times are the norm. MACOM and corps
range training plans typically use a one- commanders normally follow the long-range
year planning horizon. Near-term planning planning cycle shown at Figure 3-4.
for the AC starts approximately eight Command Training Guidance
weeks prior to the execution of training; (CTG). The CTG is published at division
for the RC, approximately four months and brigade (or equivalent) levels to docu-
prior. ment the organization’s long-range training
Be concerned with future proficiency. plan. It is the training analogue of the
Training plans must focus on raising or organization’s operational war plan. It must
sustaining the proficiency level of mission be read and understood by all commanders,
essential tasks to the Army standard. staff officers, and senior noncommissioned
officers. The CTG will be used as a ready
Cause organizational stability. reference for the planning, execution, and
Changes disrupt training and frustrate assessment of training throughout the long-
subordinate leaders and soldiers. Planning range planning period. Examples of topics
allows organizations to anticipate and normally addressed in the CTG are—
incorporate change in a coordinated and
predictable manner. Commander’s training philosophy.
Make the most efficient use of re- Mission essential task list and associated
sources. The planning process allocates battle tasks.
limited time and other resources for train- Combined arms training.
ing that contributes most to achieving and
sustaining wartime proficiency levels. Major training events and exercises.
Leader training.
LONG-RANGE PLANNING
Individual training.
Major Army command (MACOM) and
corps commanders publish their single Mandatory training.
THEATER/MACOM AND CORPS LONG-RANGE
PLANNING CYCLE

3-5
FM 25-100

Standardization. least two years into the future. In addition,

Training evaluation and feedback. any known major training events scheduled
beyond the normal planning window should
New equipment training and other force appear on the long-range planning calendar.
integration considerations. To provide extended planning guidance for
Resource allocation. RC organizations, AC and RC planners
routinely forecast major events that require
Training management. RC participation for up to four years into
The long-range planning cycles for AC the future. They include these major events,
and RC divisions and subordinate head- such as annual training periods and over-
quarters are at Figures 3-5 and 3-6. seas deployments for training (ODT), on
their long-range calendars. Upon publication
Long-Range Planning Calendar. and approval by higher headquarters, long-
All echelons from division to battalion range planning calendars are “locked in”
publish the long-range planning calendar to provide planning stability to subordinate
concurrently with the CTG. The calendar organizations.
graphically depicts the schedule of events Commanders coordinate long-range plan-
described in the CTG. The long-range plan- ning calendars with subordinate command-
ning calendar in an AC division or equiva- ers, support agencies (such as medical
lent headquarters will normally extend at commands), and any other organizations

ACTIVE COMPONENT (AC) LONG-RANGE PLANNING CYCLE

3-6
 FM 25-100

that might generate training detractors if range planning documents. When assigned
not fully integrated into the training organi- these activities, commanders continually
zation’s long-range plan. seek to extract mission-related training
opportunities at all times.
Senior leaders at all levels eliminate
nonessential activities that detract from Time Management. During long-range
METL-based training. In peacetime, how- planning, commanders organize training
ever, certain activities occur that do not time to support mission essential training
directly relate to an organization’s wartime and concentrate training distracters in
mission but are important to other Army support periods. In addition to individual
priorities. An example for the AC is support requirements such as leave and medical
of ROTC summer training; for the RC, appointments, units may have temporary
state-directed requirements for Army Na- duty details and other support functions at
tional Guard units. These peacetime activi- the installation level. Failure to consider
ties are limited by senior leaders to the these requirements early in the planning
maximum extent possible. Those which are process can cause disruption to planned
absolutely essential are included in long- mission essential training.

RESERVE COMPONENT (RC) LONG-RANGE PLANNING CYCLE

3-7
FM 25-100

GREEN-AMBER-RED TIME MANAGEMENT SYSTEM

TYPES OF TRAINING EVENTS

3-8
 FM 25-100

Time management systems create prime Major training events are the common
time training periods for subordinate organi- building blocks that support an integrated
zations to concentrate on mission essential set of METL-related training requirements.
training. Figure 3-7 describes one such Included in long-range training plans, major
system, a Green-Amber-Red Time Manage- training events form the framework for
ment System. Organizations in Green resource allocation and provide early plan-
periods conduct planned training without ning guidance to subordinate commanders
distraction and external taskings. Units in and staffs.
Red periods execute details and other admin-
istrative requirements and allow the maxi- By developing and coordinating training
mum number of soldiers to take leaves. events, the organization is able to bring
Block leave is a technique which permits together, at one time, the training areas
an entire unit to take leave for a designated and facilities, opposing forces (OPFOR),
period of time. Organizations in Amber controllers, evaluators, and other resources
periods are assigned support taskings that create the most realistic and battle-
beyond the capability of those units in the focused training. Typical training events are
Red period, but commanders strive for shown in Figure 3-8.
minimal disruption to Amber organizations’ During planning, senior commanders
training programs. allocate maximum training time to subor-
dinates. Some large-scale training events,
Figure 3-7 lists some of the training and however, must be planned so that senior
support concepts that generally characterize commanders can exercise and integrate all
time management periods. Specific activities battlefield operating systems within their
will vary between installations according wartime organizations. The training value
to the local situation and requirements. of these large-scale exercises to the entire
Time management periods are depicted on command is increased when subordinate
applicable long-range planning calendars. headquarters participate in developing multi-
echelon training objectives and scenarios.
Training Events. Senior commanders In recent years, the Army has increas-
link training strategies to executable train- ingly emphasized externally supported train-
ing plans by designing and scheduling train- ing events in which a headquarters senior
ing events. During long-range planning, to the unit being trained provides assistance
commanders and their staffs make a broad in the form of detailed planning, additional
assessment of the number, type, and dura- resources, and evaluation. Support provided
tion of training events required to accom- by the higher headquarters usually includes
plish METL training. In the subsequent a METL-derived scenario with associated
development of short-range training plans, training and evaluation outlines (T&EOs),
they fully define training events in terms an OPFOR, observer-controllers, and evalu-
of METL-based training objectives, sce- ation support. The Army’s combat training
narios, resources, and coordinating instruc- centers are prime examples of organizations
tions. Through training events, senior which provide combined arms and services
commanders— battle-focused training that is externally
supported. CTCs provide training events
Develop wartime mission-related scenarios. that are based on each participating organi-
Focus the entire organization on several zation’s METL and conducted under realistic
METL tasks. combat conditions. Externally supported
training events can also be conducted in
Integrate all battlefield operating systems local and major training areas to enable
(BOS) into coordinated combined arms the units being trained to focus exclusively
and services training. on the execution of training.

3-9
FM 25-100

Organizations can only obtain the full plans. Common sources for resource infor-
training benefits of externally supported mation include—
events through carefully planned preparatory Command operating budget.
training. Therefore, a priority during long-
range planning is to develop METL-based Flying Hour Program.
training programs that thoroughly prepare Ammunition authorizations.
individuals and units for CTC rotations and
similar events. This approach will obtain Fuel allocations.
the highest levels of wartime proficiency Force integration documents.
from resource-intensive externally supported
events. Higher headquarters training plans.
Local directives on training areas and
Training Resources. The commander facilities.
uses his assessment of METL and battle A METL-based events approach to re-
tasks to determine the resource priorities source planning is used for the allocation
for training requirements. During both long- of time, facilities, ammunition, funds, fuel
and short-range planning, constrained re- products, and other resources. For example,
sources may require deletion of low-priority a reasonably close approximation of the
training requirements, substitution of less future POL (Class III) and repair parts
costly training alternatives, or requests to (Class IX) resource requirements (the most
higher headquarters for additional resources. significant operations and maintenance
To the extent possible, commanders “lock costs in a tank battalion) can be calculated
in” resources before publishing training for a training event, as shown in Figure 3-9.

EXAMPLE PROJECTION OF COSTS FOR AN

AC TANK BATTALION FTX

3-10
 FM 25-100

The same procedure is followed to deter- tempo (OPTEMPO). The OPTEMPO of an

mine the costs for each projected training organization is the average annual miles
event and totalled into an aggregate train- or hours of operation for its major equip-
ing cost for the year (Figure 3-10). ment systems. The total annual training
cost of the desired list of training events,
There is a relationship between the as shown in the example at Figure 3-10,
number of miles or hours that an item of which represents an OPTEMPO of 800 miles
equipment, such as a tank, is operated and per tank, is then compared with budget
the dollars required to purchase the repair projections to determine if the desired train-
parts and POL for that piece of equipment. ing is affordable. If the battalion is not
Funding authority to purchase the projected projected to receive sufficient resources to
repair parts, fuel products, and other items finance the projected list of events, the list
necessary to support the training mission of events may have to be revised by the
is allocated to units based on operating commander, as illustrated in Figure 3-11.
EXAMPLE ANNUAL TRAINING COSTS FOR
AN AC TANK BATTALION

3-11
FM 25-100

A resource analysis allows leaders at all Short-Range Training Guidance.

levels to make training trade-offs, within Each level from division through battalion
various budget and program levels, that best publishes short-range training guidance that
support the commander’s training strategy. enables the commander and staff to priori-
In Figure 3-11, the example shows that if tize and refine mission essential training
the unit conducted fewer FTXs and LFXs guidance contained in the long-range CTG.
(which require high densities of equipment Commanders must publish the short-range
and relatively high resource expenditures) training guidance with sufficient lead time
and added less expensive CFXs and CPXs, to ensure subordinate units have time to
resource constraints could be met. The develop their own short-range training
commander determines the effect these sub- plans. As shown in Figure 3-12, the AC
stitutions will have on attaining desired division provides quarterly training guidance
levels of training proficiency. He then pro- to subordinate commands and installations
vides this information to the next higher at least 90 days prior to the start of each
commander who will either provide addi- quarter. After receiving guidance from
tional resources or approve the constrained higher headquarters, subordinate units down
resource plan. to battalion sequentially publish their quar-
By summing up fiscal resource pro- terly training guidance (QTG). The RC pro-
jections of subordinate units, commanders cess is conceptually the same as the AC
at higher levels are able to estimate resource process, but the guidance normally is pub-
requirements necessary to support their lished annually as yearly training guidance
training strategies. Similar analyses are (YTG) (Figure 3-13).
conducted to estimate ammunition, facilities, An important aspect of the QTG and
and other resources. When the commander YTG development process is the role of the
completes the trade-off analysis, he includes NCO. Within the framework of the com-
the resulting events and associated resources mander’s guidance, the CSM and other key
in the long-range training plan. NCOs provide planning recommendations
on the organization’s individual training
A significant resource consideration in program. They identify the individual train-
Reserve Component planning is the allo- ing tasks that must be integrated into col-
cation of available training time. Limited lective mission essential tasks during the
training time requires RC commanders to short-range planning period.
prioritize training requirements. They may
have to train on fewer tasks so that Army Examples of topics normally addressed
standards can be attained. RC commanders in the QTG and YTG are—
compensate for lack of training time by Commander’s assessment of mission
carefully distributing training requirements essential task list proficiency.
over longer periods of time and identifying
selected training tasks for execution during Training priorities.
postmobilization training. Combined arms and services training.
SHORT-RANGE PLANNING A cross-reference of training events and
associated METL training objectives.
Short-range training plans define in
greater detail the broad guidance on train- Individual training.
ing events and other activities contained Leader development.
in the long-range training guidance and
long-range calendar. They refine the allo- Preparation of trainers and evaluators.
cation of resources to subordinate organi- Training evaluation and feedback.
zations and provide a common basis for
preparing near-term training plans. Force integration.

3-12
 FM 25-100

Resource guidance. lines necessary for small-unit leaders to

prepare near-term training schedules.
Training management. In preparing a short-range planning
calendar, details are added to further define
Short-Range Planning Calendar. the major training events contained on the
The short-range planning calendar refines long-range planning calendar. Some exam-
an applicable portion of the long-range pies of these details include—
planning calendar. Sequential development The principal daily activities of major
of supporting calendars provides the time training events.

ACTIVE COMPONENT (AC) SHORT-RANGE PLANNING CYCLE

RESERVE COMPONENT (RC) SHORT-RANGE PLANNING CYCLE

3-13
FM 25-100

Local training area (LTA) or garrison Training Events. Major training events
training activities conducted in prep- are identified and scheduled during the
aration for major training events and long-range planning process. During short-
evaluations. range planning, these events are refined in
Other mandatory training which has a terms of wartime mission-related scenarios,
direct bearing on METL and warfighting, collective and individual training objectives,
such as Army Physical Fitness Test resources, and coordinating instructions. A
(APFT), weapons qualification, or water major aspect of short-range training event
safety training. design is the preplanned scheduling of time
for additional training prior to the end of
Significant nontraining events or activities the training to ensure that all training tasks
that must be considered when scheduling are performed to standard. Detailed infor-
training. Examples are national or local mation on training events may appear in
holidays and installation support missions. the organization’s short-range training guid-
ance or in separate documents such as
The short-range training calendar is exercise directives or letters of instruction.
coordinated with appropriate installation
support agencies to create a common train- Multiechelon Training. Limited time
ing and support focus between supported and other resources do not permit developing
and supporting organizations. sequential training programs, in which each

3-14
 FM 25-100

echelon from lower to higher is successively The designation of control and evaluation
trained to reach interim “peaks” in pro- organizations is an important aspect of
ficiency. Therefore, leaders use a multi- externally supported training exercises. This
echelon training approach to plan training allows the units performing training to focus
events. Multiechelon training allows simul- on execution of training while other organiza-
taneous training and evaluation on any tions provide the necessary control, evalu-
combination of individual and collective ation, and administrative support. This
tasks at more than one echelon. Multi- example training event can be used to illus-
echelon training is the most efficient and trate two approaches to multiechelon
effective way of training and sustaining a training:
diverse number of mission essential tasks
within limited periods of training time. Multiechelon training occurs when an
Figure 3-14 is an example sequence for entire organization focuses on one major
an AC division-directed, multiechelon train- task. For example, a battalion task force
ing event conducted by two battalions—to performs a number of tasks simultaneously
allow for cross attachment. This example to ensure a successful river crossing
depicts mission essential training tasks for (Figure 3-15).
each echelon from battalion TF through
crew. Various exercise techniques (MILES, Multiechelon training also occurs when
battle simulation, live fire) are used to an organization is simultaneously con-
accomplish the specified training objectives. ducting different major activities. An

3-15
FM 25-100

example is depicted in Figure 3-16 with Figure 3-17 depicts a multiechelon train-
the battalion and company headquarters ing concept for an RC division annual
participating in a battle simulation while training period. It addresses some RC-unique
the platoons, squads, and crews are training considerations, such as the use of
concurrently conducting live fire exercises. the CAPSTONE wartime headquarters,

3-16
 FM 25-100

Maneuver Training Command, and AC plans. All habitually associated slice com-
support of RC training. manders participate in preparing and con-
Larger-scale training events also provide ducting the training briefing.
an opportunity for valuable individual, crew, Training briefings produce a training
and small-unit training. These exercises, contract between the senior commander and
however, can result in unproductive training each subordinate commander. The senior
for soldiers at lower echelons unless senior commander provides resources and protects
leaders plan multiechelon training down to the subordinate unit from unprogrammed
the smallest participating units. For ex- taskings. The subordinate commander then
ample, a corps FTX may offer an excellent locks in and executes the approved training
training opportunity for corps and division plan. This shared responsibility helps main-
staffs to synchronize joint operations. How- tain priorities, achieve unity of effort, and
ever, the corps commander and other senior synchronize actions to achieve quality train-
leaders must require that METL-based train- ing and efficient resourcing.
ing objectives are planned at every level The training briefing is a highlight of
within the organization. This approach pro- the senior commander’s leader development
vides challenging and relevant training for program. It provides the commander an
all participants. opportunity to coach and teach subordinates
Training Resources. In short-range on the fine points of his philosophy and
planning, commanders allocate training strategies in all aspects of warfighting, to
resources to subordinate organizations for include doctrine, training, force integration,
specific training activities. As required, and leader development. It enables sub-
adjustments are made from the initial re- ordinate commanders, some of whom may
source projections contained in long-range be new to the organization, to gain a better
plans. The key requirement for division and understanding of how their mission essential
brigade commanders is to coordinate short- training relates to the battlefocused training
range training plans with the various re- programs of their senior commanders and
source processes that support training. peers.
Examples of these processes are Program The senior commander specifies the for-
Budget Advisory Committee (PBAC) meet- mat and content of the briefing in the QTG
ings, ammunition forecasts, and training or YTG. However, the briefing guidance
area and facility scheduling conferences. should be flexible enough to provide sub-
ordinate commanders and CSMs the latitude
Short-Range Training Briefings. to highlight their initiatives and priorities.
The short-range training briefing is a con-
ference conducted by senior commanders to During the training briefing, the sub-
review and approve the training plans of ordinate commanders, as a minimum, usu-
subordinate units. It is conducted before the ally address these specific areas:
time period addressed in the quarterly or A review of the last short-range planning
yearly training guidance. AC units conduct period’s accomplishments and shortfalls.
quarterly training briefings (QTBs). RC
units conduct yearly training briefings The organization’s METL and assessment
(YTBs). of proficiency levels.
Division commanders receive the short- A discussion of the unit’s training focus
range training briefing from subordinate and objectives for its upcoming training
brigades and all battalions in the division. period.
The brigade commander and CSM present A presentation of the organization’s
the overview of the brigade training plan; short-range planning calendar.
battalion commanders and CSMs personally
present detailed briefings of their training A description of upcoming training events.

3-17
FM 25-100

Leader development program, with em- Complete final coordination with other
phasis on officer warfighting skill units that will participate in training as
development. part of the combined arms or services
slice.
Approach to be used for preparing trainers
and evaluators. Prepare detailed training schedules.
Force integration plans for the upcoming Near-term planning covers a six- to eight-
period. week period prior to the conduct of training
for AC units (Figure 3-18), and a four-month
Resource allocation. period prior to training for RC units (Figure
Each CSM normally follows his com- 3-19). Formal near-term planning culmi-
mander’s presentation. The CSM provides nates when the unit publishes its training
an analysis of the unit’s individual training schedule.
proficiency and discusses the unit’s planned
individual training and education. Example Training Meetings. Near-term plan-
discussion topics include— ning includes the conduct of training
meetings to create a bottom-up flow of infor-
Individual training proficiency feedback mation regarding specific training profi-
received concerning previous short-range ciency needs of the small-unit and individual
planning period. soldier. Platoons, companies, and battalions
An assessment of the organization’s conduct training meetings. At battalion
current individual training proficiency. level, training meetings primarily cover
training management issues; at company
Individual training events planned during and platoon level, they are directly con-
the upcoming short-range planning period cerned with the specifics of conducting
and strategy to prepare soldiers for these training.
evaluations.
A description of METL-derived individual Training Schedules. Near-term plan-
tasks to be integrated with upcoming ning results in detailed training schedules.
collective mission essential tasks. Training schedule formats may vary among
organizations, but they all—
Marksmanship and physical fitness
programs. Specify when training starts and where
it takes place.
The organization’s education program.
The NCO leader development program and Allocate the correct amount of time for
its relationship to improving-warfighting scheduled training and also additional
skills. training as required to correct anticipated
deficiencies.
NEAR-TERM PLANNING Specify individual, leader, and collective
Near-term planning is primarily con- tasks to be trained.
ducted at battalion and subordinate com-
mand levels. It is conducted to— Provide concurrent training topics that
will efficiently use available training time.
Schedule and execute training objectives
specified in the short-range training plan Specify who conducts the training and
to the Army standard. who evaluates the results.
Make final coordination for the allocation Provide administrative information con-
of resources to be used in training. cerning uniform, weapons, equipment, ref-
Provide specific guidance to trainers. erences, and safety precautions.

3-18
 FM 25-100

Training is locked in when training The brigade commander reviews each

schedules are published. Senior commanders training schedule published in his
establish policies to minimize changes to command.
the training schedule, such as requiring that The division commander reviews selected
battalion commanders personally approve training schedules in detail and the com-
training schedule changes. Command respon- plete list of organization-wide training
sibility is established as follows: highlights developed by the division staff.
The company commander drafts the train- Senior leaders provide feedback to sub-
ing schedule. ordinates on training schedule quality and
The battalion commander approves the subsequently attend as much training as
schedule and provides necessary admin- possible to ensure that mission essential
istrative support. tasks are accomplished to standard.

3-19
 CHAPTER 4
Execution
Only through high training requirements, rigidly enforced can
low casualty rates be possible. Only well armed and equipped,
adequately trained and efficiently led forces can expect victory
in future combat.
General Matthew B. Ridgway

Senior Leaders’ Role

A lthough planning for training is rela-

tively centralized to align training
priorities at all levels of an organization,
down to the lowest levels of the organiza-
tion. They receive feedback from subordi-
nate leaders and soldiers during training
the execution of training is decentralized. visits. Through feedback, senior leaders
Decentralization tailors training execution identify and resolve systemic problems in
to available resources and promotes bot- planning, leadership, management, sup-
tom-up communication of unique wartime port, and other functions.
mission-related strengths and weaknesses The most beneficial senior leader and
of each individual, leader, and unit. staff visits to training are unannounced or
Senior leaders must personally observe short notice. The leader observes normal
and evaluate the execution of training at training as experienced by the soldier and
all echelons. From their observations of prevents excessive visitor preparation by
training and other feedback, they provide subordinate organizations. This in itself
guidance and direct changes that lead to can be a training detractor.
increased warfighting capability.
Senior leaders assign coordination of
By allotting quality time for personal training support for subordinate units as
visits to training, senior leaders communi- a priority requirement for organization
cate to the entire chain of command that staffs. Training support and coordination
training is the organization’s top peacetime of training resources are key to the success-
priority. While concerned with training ful execution of training. Senior leaders
performed by their headquarters and the check the adequacy of external training
immediately subordinate command eche- support during every training visit and
lons, senior leaders also observe and assess require prompt and effective corrective
the quality of training at all echelons action to resolve support deficiencies.

Requirements for Training Execution

All good training, regardless of the evaluation. (Evaluation is discussed in
specific collective and individual tasks Chapter 5.) The criteria are applicable at
being executed, must comply with certain all echelons, from a high-level staff par-
common requirements. These require- ticipating in a joint training exercise to a
ments are adequate preparation, effective first line supervisor’s individual training
presentation and practice, and thorough of his team.

4-1
FM 25-100

PREPARATION FOR PRESENTATION AND

TRAINING PRACTICE
As discussed in Chapter 3, formal plan- Trainers use any combination of
ning for training culminates with the demonstrations, conferences, discussions,
publication of the unit training schedule. and practice activities to present training.
Informal planning and detailed coordina- At the outset of training, they inform
tion, known as pre-execution checks, individuals being trained of training objec-
continue until the training is performed. tives (tasks, conditions, and standards)
Commanders and other trainers use train- and evaluation methods applicable to the
ing meetings to assign responsibility for upcoming training. They immediately fol-
pre-execution checks for all scheduled low presentation with practice to convert
training. information into usable individual and col-
lective skills. The amount of detail included
Pre-execution checks cover the prepara- in practice depends on experience levels. If
tion of the individuals to be trained, the individuals or organizations are receiving
trainers who will execute and evaluate the initial training on a mission essential task,
training, and the training support required. trainers emphasize the basic conditions. If
Properly prepared individuals are trained those receiving the instruction are receiv-
on prerequisite tasks prior to training. ing sustainment training on a task,
Trainers are coached on how to train, trainers raise the level of detail and real-
given time to prepare, and rehearsed so ism until the quality, speed, stress, and
that training will be challenging and other conditions come as close as possible
doctrinally correct. Commanders ensure to wartime requirements. Those with con-
that trainers and evaluators are not only siderable experience are required to per-
tactically and technically competent on form multiple training tasks within a given
their training tasks, but also understand training scenario.
how the training relates to wartime mis-
sions. Properly prepared trainers and Properly presented and practiced train-
ing is accurate, well structured, efficient,
evaluators communicate confidence and realistic, safe, and effective:
enthusiasm to those being trained.
Accurate training complies with current
Preparing for training in RC organiza- Army doctrine and is technically correct.
tions can require complex pre-execution Field manuals, mission training plans,
checks. Reserve Component trainers must battle drills, and other publications pro-
often conduct detailed coordination to vide factual information to trainers to
obtain equipment, training devices, and perform training, coach subordinate train-
ammunition from distant locations. In ers, and evaluate training results.
addition, RC pre-execution checks may be
required to coordinate AC assistance from Well-structured training contains a
the numbered armies in the continental mixture of initial and sustainment train-
United States (CONUSAs), readiness ing. It also consists of a mix of individ-
groups, and directed training affiliations. ual and leader tasks that are integrated
into METL collective tasks; soldiers and
leaders increase proficiency in individual
During preparation for training, battal- tasks while training on collective mission
ion and company commanders identify and essential tasks.
eliminate potential training distracters
which develop within their own organiza- Efficient training ensures that training
tions. They stress personnel accountability resources are expended properly. This
to ensure maximum attendance at training. includes the irreplaceable resource of

4-2
 FM 25-100

time—efficiently executed training makes achieve the prescribed standard. If they

full use of every participant’s time. Com- do not initially achieve standards, train-
manders monitor physical and financial ers take corrective action so that the
resource execution data through PBACs, proper performance level results. Follow-
range conferences, and similar forums. ing are other considerations for conduct-
They use the feedback received during ing effective training:
these forums to adjust resources within
their commands to support the most Battle Rosters. Battle rosters are
important mission essential training. maintained at battalion level and
Constraints to training, such as environ- below to track key training informa-
mental protection considerations and tion on selected weapons systems (for
availability of training areas and ranges, example, tanks, TOW, attack heli-
frequently require the use of technology copters, and howitzers). They track
to hone warfighting skills. Training such pertinent training data as crew
devices, simulators, and simulations stability and manning levels, and
(TADSS) not only provide a means for qualification status. A key aspect of
initial and sustainment training on war- battle rosters is the designation of
fighting fundamentals but also provide qualified back-up crew members who
relatively inexpensive preparation for are assigned in other positions in the
resource-intensive training events. Al- organization. During the execution of
though TADSS provide excellent training training, battle-rostered crew members
supplements, there is no substitute for train with their designated crews at
the more robust training experiences of available opportunities.
major maneuver events and live-fire gun-
nery periods. NCO Training Responsibilities.
Army training tradition and common
Realistic training requires organizations sense have made the noncommissioned
to train the way they will fight or sup- officer responsible for individual, and
port on the battlefield. Based on sce- crew and team, training. Individual
narios that pit Army doctrine against skill training is not presented to large
enemy doctrine, realistic training inte- numbers of soldiers by committee.
grates all available elements of the Rather, the first line supervisor
combined arms and joint wartime task teaches individual tasks to soldiers in
organization. It uses training devices their organic squads, crews, or equiva-
and simulators to replicate the stresses, lent small units. The first line super-
sounds, and conditions of combat. visor and his senior NCOs emphasize
Safe training is a predictable result of performance-oriented practice to
performing to established tactical and ensure soldiers achieve soldier’s
technical standards. Leaders at all levels manual standards. The first line
ensure that safety requirements are supervisor conducts cross training to
integral, and not add-on considerations, spread critical wartime skills within
to all aspects of planning, executing, and his unit. The CSMs, first sergeants,
evaluating training. Safe training results and other senior NCOs at every
from the systematic management of echelon coach junior NCOs to master
inherently dangerous training risks. a wide range of individual tasks. Com-
Effective training builds proficiency, manders allot training time for NCOs
teamwork, confidence, and cohesiveness. to conduct individual training and
Effective training is competitive. require that individual tasks are
Although individuals and organizations included in all collective METL train-
may sometimes compete against one ing. Noncommissioned officers are
another, they should always compete to responsible for conducting individual

4-3
FM 25-100

training to standard and must be able Staff Training. Staff training

to explain how individual task train- develops and sustains planning, coor-
ing relates to collective mission essen- dination, and other staff functions
tial tasks. relating to wartime mission require-
ments. Staff training objectives are
Training and Evaluation Outlines derived from staff METL. For effective
(T&EOs). Effective collective leader training, staff elements must train
and individual training is guided by together within the same headquarters
the use of training and evaluation out- as well as with staff elements from
lines. The T&EOs provide summary other echelons within the organization.
information concerning collective Leader Training. Leaders spend vir-
training objectives as well as individ- tually all available training time
ual and leader training tasks which supervising the training of subor-
support the collective training objec- dinates; often they do not increase
tives. They also provide information their own understanding of how to
concerning resource requirements and fight as combat or support leaders.
evaluation standards applicable to a Therefore, senior leaders view leader
training situation. training as a continuous process that
encompasses more than periodic
The principal source documents for officer or NCO professional develop-
T&EOs are MTPs, soldier’s manuals, ment classes. Senior leaders establish
drill books, and similar publications. positive and constructive training situa-
Since the conditions in these publi- tions that cause subordinates to make
cations are generic, trainers adjust fast and independent decisions based
and supplement T&EO conditions to on broad guidance, mission orders,
conform to the METT-T of the and a shared vision of the future
organization’s wartime plans. battlefield.

4-4
 CHAPTER 5
Assessment

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

E v a l u a t i o n of Training
E valuation of training measures the
demonstrated ability of individuals,
leaders, and units against specified
During and after the evaluation, evalua-
tors prepare their findings and recommen-
dations. They provide these reports to the
training standards. Evaluation is integral evaluated unit commander and higher com-
to training. manders as required by the headquarters
EVALUATIONS directing the evaluation. Evaluation docu-
mentation can range from an annotated
Evaluations can be informal, formal, in- T&EO for an internal training evaluation
ternal, and external, or any combination to a comprehensive report on Reserve
of these. Informal evaluations take place Component units during AT periods.
whenever a leader visits ongoing training. Another example of detailed evaluation
This type of evaluation provides real time reports are CTC take home packages.
feedback on the training environment and These packages consist of videotapes and
the proficiency resulting from training. written documentation of after-action
Formal evaluations are resourced with reviews (AARs), a report of unit strengths
dedicated evaluators and are generally and weaknesses as noted by the observer-
scheduled in the long-range or short-range controllers, and recommendations for future
plans. Formal evaluations are normally home station training.
highlighted during short-range training AFTER-ACTION REVIEW
briefings.
Internal evaluations are planned, The after-action review provides feed-
resourced, and conducted by the organiza- back for all training. An AAR is a struc-
tion undergoing the evaluation. External tured review process that allows training
evaluations are planned, resourced, and participants to discover for themselves
conducted by a headquarters at an echelon what happened, why it happened, and how
higher in the chain of command than the it can be done better. The AAR is a profes-
organization undergoing the evaluation. sional discussion that requires the active
participation of those being trained. An
Evaluations for individual and small- AAR is not a critique and has the follow-
unit training normally include every sol- ing advantages over a critique:
dier and leader involved in the training. Focuses directly on key METL-derived
For large-scale training events, evaluators training objectives.
sample a number of individuals and subor-
dinate organizations to determine the likeli- Emphasizes meeting Army standards
hood of the entire organization performing rather than pronouncing judgment of
specific mission essential tasks to standard. success or failure.

5-1
FM 25-100

Uses “leading questions” to encourage flexibility in training events and sched-

participants to self-discover important ules which allow for additional training
lessons from the training event. immediately following the AAR.
Allows a large number of individuals The AAR is often “tiered” as a multi-
and leaders to participate so that more echelon leader development technique.
of the training can be recalled and more Following an after-action review with all
lessons learned can be shared. participants, senior trainers may use the
AAR for an extended professional discus-
The after-action review (AAR) consists sion with selected leaders. These discus-
of four parts: sions usually include a more specific AAR
of leader contributions to the observed
Establish what happened. The evalu- training results. More important, these ses-
ator and the participants determine what sions are also excellent forums for dis-
actually happened during performance of cussing more advanced topics that should
the training task. For force-on-force flow from the training just completed, such
training, OPFOR members assist in as emerging doctrine or implications for
describing the flow of the training event future force integration actions.
and discuss training outcomes from their
points of view. EVALUATORS
Evaluators must be trained as facilita-
Determine what was right or wrong tors to conduct after-action reviews that
with what happened. The participants elicit maximum participation from those
establish the strong and weak points of being trained. In addition to being able to
their performance. The evaluator plays a plan, prepare, and conduct AARs, effective
critical role in guiding the discussions so evaluators must also—
that conclusions reached by participants
are doctrinally sound, consistent with Be familiar with the evaluated organiza-
Army standards, and relevant to the war- tion’s METL.
time mission.
Be tactically and technically proficient
Determine how the task should be in the tasks evaluated.
done differently the next time. The
evaluator leads the group in determining
exactly how participants will perform dif- Know the evaluation standards.
ferently the next time the task is per-
formed. This results in organizational Follow the tactical and field SOPs for
and individual motivation to conduct the organization being evaluated.
future sustainment training at desired
levels of proficiency. Apply relevant information about the
evaluated unit, such as wartime missions,
Perform the task again.— This is done personnel turbulence, leader fill, and
as soon as possible to translate observa- equipment status.
tion and evaluation into corrective action.
Additional training allows the partici- Experience has shown that providing
pants to apply the lessons learned during qualified individuals to evaluate others is
the AAR. Leaders understand that all well justified. Not only do the individuals
tasks will not be performed to standard. and units receiving the training learn from
Therefore, during the short-range and the evaluator, but the evaluator learns by
near-term planning process, they provide observing the evaluated unit.

5-2
 FM 25-100

Senior Leaders’ Role

Senior leaders ensure that evaluations Personal observations.
take place at each level in the organiza- Leader development discussions.
tion. They ensure that every training event
is evaluated as part of training execution Staff visits.
and that every trainer conducts evaluation. Evaluation data.
Senior leaders use evaluations to focus
command attention by requiring evaluation
of specific mission essential and battle ORGANIZATIONAL
tasks. They also take advantage of evalua- ASSESSMENT
tion information to develop appropriate Evaluation reports provide the chain of
lessons learned for distribution throughout command with feedback on the demon-
their commands. strated training proficiency of individuals,
The use of evaluation data can have a leaders, and units relating to specific
strong effect on the command climate of training events and objectives. However,
the organization. Therefore, senior leaders senior leaders must also be concerned with
make on the spot corrections, underwrite broader concepts. Therefore, they perform
honest mistakes, and demand aggressive organizational assessments that aggregate
action to correct training deficiencies. a large number of evaluations.
TRAINING FEEDBACK Assessments are neither limited to the
training planning cycle nor strictly related
Senior leaders use evaluation informa- to training issues. Assessment is the key
tion as one component of a feedback feedback mechanism that causes continuity
system. To keep the training system among many systems. At all echelons of
dynamic, senior leaders use feedback to command, it links such diverse systems as
determine the effectiveness of the planning, training, force integration, logistics, and
execution, and assessment portions of the personnel. The feedback that occurs during
training management cycle. These feedback organizational assessment allows synchro-
systems allow the senior leader to make nization of all functions and echelons of
changes which lead to superior training an organization.
results. To be effective, this feedback flows
between senior and subordinate head- The senior leader establishes a com-
quarters, within each command echelon, mand assessment program that—
and among a network of trainers that may
cross several command lines. Fixes responsibility within the staff and
Some sources of training feedback avail- subordinate headquarters for gathering
able to senior leaders are— and analyzing evaluation data and pre-
paring recommendations.
Training planning assessments. Concentrates on the output of training—
Senior, lateral, and subordinate head- individuals, leaders, and organizations
quarters training plans. prepared to fight and win on the
battlefield.
Quarterly training briefings (AC).
Allows the senior leader to monitor out-
Yearly training briefings (RC). comes and take action to reshape priori-
ties, policies, or plans to overcome
Resource allocation forums such as assessed weaknesses and to sustain
PBACs or range scheduling conferences, demonstrated strengths.

5-3
FM 25-100

Important sources of evaluation his organization’s ability to accomplish

data for the senior leader’s assessment of wartime missions are listed at Figure 5-1.

SOURCES OF EVALUATION DATA FOR

ORGANIZATIONAL ASSESSMENTS

The more you sweat in training, the less you bleed in war.
Chinese proverb

5-4
 Glossary
ACRONYMS AND ABBREVIATIONS
AA — assembly area div — division
AAR — after-action review DIVARTY — division artillery
AC — Active Component
ADA — air defense artillery EDRE — emergency deployment readiness
ADC-M — assistant division commander- exercise
maneuver engr — engineer
APFT — Army Physical Fitness Test
APOD – aerial port of debarkation FCX — fire coordination exercise
APOE — aerial port of embarkation FEBA — forward edge of the battle area
ARCOM — US Army Reserve Command FLOT — forward line of own troops
ARTEP — Army Training and FRAGO — fragmentary order
Evaluation Program FTX — field training exercise
AT — annual training FY — fiscal year
avn — aviation G3 – Assistant Chief of Staff G3
bde — brigade (Operations and Plans)
bn — battalion GOCOM — US Army Reserve General
BOS — battlefield operating systems Officer Command
2 gp — group
C3 _ command and control
C I — command, control, communications, HEMMT – heavy expanded mobility
and intelligence tactical truck
CA — combined arms HMMWV — high mobility multipurpose
CALFEX — combined arms live fire wheeled vehicle
exercise HQ — headquarters
cav — cavalry
CE — commander’s evaluation IAW — in accordance with
CEWI — combat electronic warfare IDT — inactive duty training
intelligence IG — inspector general
CFV — cavalry fighting vehicle ITEP — Individual Training Evaluation
CFX — command field exercise Program
cmd — command JTX — joint training exercise
co — company
CONUS — continental United States LD — line of departure
CONUSA — the numbered armies in the LFX — live fire exercise
continental United States LNO — liaison officer
CP — command post LOGEX — logistical exercise
CPX — command post exercise LTA — local training area
CS — combat support
CSM — command sergeant major MACG — marshaling area control group
CSS — combat service support MACOM – major Army command
CTC — combat training center MAPEX — map exercise
CTG — command training guidance MCOFT — mobile conduct of fire trainer
CTT — common test training med — medium
CTX — combined training exercise METL — mission essential task list
METT-T — mission, enemy, terrain,
DEPEX — deployment exercise troops and time available
DISCOM — Division Support Command MG — major general

Glossary-1
FM 25-100

MILES — multiple integrated laser regt — regiment

engagement system ROTC – Reserve Officers’ Training Corps
mo — month
mob — mobility SA — staging area
MOS — military occupational specialty sep — separate
MRA — maneuver rights area sig — signal
MTA — major training area SOP — standing operating procedure
MTC — Maneuver Training Command SPOD — sea port of debarkation
MTOE – modification table of SPOE — sea port of embarkation
organization and equipment sqdn — squadron
MTP — mission training plan SQT – skill qualification test
MUSARC — Major United States Army STARC — state area command
Reserve Command STX — situational training exercise
NBC – nuclear, biological, chemical
NCO — noncommissioned officer T&EO — training and evaluation outline
TADSS — training devices, simulators,
OCONUS – outside continental United and simulations
States TDA — tables of distribution and
ODT — overseas deployment for training allowances
OPFOR — opposing force TEWT — tactical exercise without troops
OPLAN — operation plan TF — task force
OPORD — operation order TOW — tube-launched, optically tracked,
OPTEMPO – operating tempo wire-guided
TRADOC — US Army Training and
PBAC — Program Budget Advisory Doctrine Command
Committee
plt — platoon
POL — petroleum, oils, and lubricants UCOFT — unit conduct of fire trainer
POMCUS — prepositioning of material US — United States
configured to unit sets USAF — United States Air Force
QTB – quarterly training brief veh — vehicle
QTG – quarterly training guidance
RC — Reserve Component YTB — yearly training brief
recy — recovery YTG — yearly training guidance

Glossary-2
 FM 25-100

DEFINITIONS
Active Component (AC): That portion of the US Army in which organi-
zations are comprised of personnel on full time duty in the active
military service of the United States.
Active Duty Training (ADT): A tour of duty for training Reserve
Component soldiers. The soldier must be under orders to return to
nonactive duty status when the ADT period is completed.
After-Action Review (AAR): A method of providing feedback to units
by involving participants in the training diagnostic process in order
to increase and reinforce learning. The AAR leader guides partici-
pants in identifying deficiencies and seeking solutions.
Air Defense Battlefield Operating System: All measures designed
to nullify or reduce the effectiveness of attack by hostile aircraft or
missiles after they are airborne.
Annual Training (AT): The minimal period of annual active duty
training a member performs to satisfy the annual training require-
ments associated with a Reserve Component assignment. It may be
performed during one consecutive period or in increments of one or more
days depending upon mission requirements.
Battalion Level Training Model (BLTM): A desk top computer model
used to estimate the miles or hours (operating tempo) required to
support a training strategy. BLTM training strategies are described
in terms of training events per year for each training readiness level.
Battlefield Operating Systems (BOS): The major functions occurring
on the battlefield and performed by the force to successfully execute
operations. The seven systems are: (1) Maneuver, 2
(2) Fire Support,
(3) Air Defense, (4) Command and Control (C ), (5) Intelligence,
(6) Mobility and Survivability, (7) Combat Service Support (CSS).
Nuclear, Biological, and Chemical (NBC) must be integrated through-
out each of the BOS.
Battle Focus: The process of deriving peacetime training requirements
from wartime missions.
Battle Task: A task which must be accomplished by a subordinate
organization if the next higher organization is to accomplish a mis-
sion essential task. Battle tasks are selected by the senior commander
from the subordinate organizations’ METL.
Combat Service Support Battlefield Operating System: The support
and assistance provided to sustain forces, primarily in the fields of
logistics, personnel services, and health services.
Combat Training Center (CTC) Program: An Army program estab-
lished to provide realistic joint service and combined arms training
in accordance with Army doctrine. It is designed to provide training
units opportunities to increase collective proficiency on the most
realistic battlefield available during peacetime. The four components
of the CTC Program are: (1) the National Training Center (NTC),

Glossary-3
FM 25-100

(2) the Combat Maneuver Training Center (CMTC), (3) the Joint
Readiness Training Center (JRTC), (4) the Battle Command Training
Program (BCTP).
Combined Arms Live Fire Exercises (CALFEX): High-cost, resource-
intensive exercises in which player units move or maneuver and
employ organic and supporting weapon systems using full-service
ammunition with attendant integration of all CA, CS, and CSS
functions.
Combined Arms and Services Training: Collective training which
is jointly conducted by associated combat, combat support, and com-
bat service support units.
Combined Training Exercise (CTX): A training exercise that is
jointly conducted by military forces of more than one nation.
2
Command and Control (C ) Battlefield Operating System: The
exercise of authority and direction by a properly designated com-
mander over assigned forces in the accomplishment of the mission.
Command and control functions are performed through an arrange-
ment of personnel, equipment, facilities, and procedures employed by
a commander in planning, directing, coordinating, and controlling
forces and operations.
Command Field Exercise (CFX): A field training exercise with
reduced troop and vehicle density, but with full command and control
and CSS units.
Command Post Exercise (CPX): A medium-cost, medium-overhead
exercise in which the forces are simulated and may be conducted
from garrison locations or in between participating headquarters.
Command Training Guidance (CTG): The long-range planning docu-
ment published by division and brigades (or equivalents) in the
Active and Reserve Components to prescribe future training and
related activities.
Continental United States (CONUS): United States territory, in-
cluding the adjacent territorial waters, located within the North
American Continent between Canada and Mexico.
Deployment Exercise (DEPEX): An exercise which provides training
for individual soldiers, units, and support agencies in the tasks and
procedures for deploying from home stations or installations to
potential areas of hostilities.
Doctrine: Fundamental principles by which military forces guide their
actions in support of objectives. It is authoritative but requires
judgment in application.
Field Training Exercise (FTX): A high-cost, high-overhead exercise
conducted under simulated combat conditions in the field. It exercises
command and control of all echelons in battle functions against
actual or simulated opposing forces.

Glossary-4
 FM 25-100

Fire Coordination Exercise (FCX): A medium-cost, reduced-scale

exercise that can be conducted at platoon, company/team, or bat-
talion/task force level. It exercises command and control skills
through the integration of all organic weapon systems, as well as
indirect and supporting fires. Weapon densities may be reduced for
participating units, and subcaliber devices substituted for service
ammunition.
Fire Support Battlefield Operating System: The collective and
coordinated use of target acquisition data, indirect fire weapons,
armed aircraft (less attack helicopters), and other lethal and non-
lethal means against ground targets in support of maneuver force
operations.
Force Integration: The process of incorporating new doctrine,
equipment, and force structure into an organization while simulta-
neously sustaining the highest possible levels of combat readiness.

Inactive Duty Training (IDT): Authorized training performed by a

Reserve Component member not on active duty or active duty for
training, and consisting of regularly scheduled unit training assem-
blies, additional training assemblies, or equivalent training periods.
Intelligence Battlefield Operating System:The collection of func-
tions that generate knowledge of the enemy, weather, and geographi-
cal features required by a commander in planning and conducting combat
operations.
Logistics Exercise (LOGEX): An exercise which concentrates on training
tasks associated with the combat service support battlefield operating
system.

Maneuver Battlefield Operating System: The employment of forces

on the battlefield through movement and direct fires, in combination
with fire support, to achieve a position of advantage in respect to
enemy ground forces in order to accomplish the mission.
Map Exercise (MAPEX): A low-cost, low-overhead training exercise
that portrays military situations on maps and overlays that may be
supplemented with terrain models and sand tables. It enables com-
manders to train their staffs in performing essential integrating and
control functions under simulated wartime conditions.
Mission: The primary task assigned to an individual, unit, or force. It
usually contains the elements of who, what, when, where, and the
reasons therefore, but seldom specifies how.
Mission Essential Task: A collective task in which an organization
must be proficient to accomplish an appropriate portion of its war-
time mission(s).
Mission Essential Task List (METL): A compilation of collective
mission essential tasks which must be successfully performed if an
organization is to accomplish its wartime mission(s).

Glossary-5
FM 25-100

Mission Training Plan (MTP): Descriptive training document which

provides units a clear description of “what” and “how” to train to
achieve wartime mission proficiency. MTPs elaborate on wartime
missions in terms of comprehensive training and evaluation outlines,
and provide exercise concepts and related training management aids
to assist field commanders in the planning and execution of effective
unit training.
Mobility and Survivability Battlefield Operating System: The
capability of the force permitting freedom of movement relative to
the enemy while retaining the ability to fulfill its primary mission.
The Mobility and Survivability BOS also include those measures that
the force takes to remain viable and functional by protection from
the effects of enemy weapons systems and natural occurrences.
Multiechelon Training: A training technique to simultaneously train
more than one echelon on different tasks.
Operating Tempo (OPTEMPO): The annual operating miles or hours
for the major equipment system in a battalion-level or equivalent
organization. OPTEMPO is used by commanders to forecast and
allocate funds for fuel and repair parts for training events and
programs.
Organizational Assessment: A process used by Army senior leaders
to analyze and correlate evaluations of various functional systems,
such as training, logistics, personnel, and force integration to deter-
mine an organization’s capability to accomplish its wartime mission.
Pre-Execution Checks: The informal planning and detailed coordi-
nation conducted during preparation for training.
Quarterly Training Briefing (QTB): A conference conducted by AC
division commanders to approve the short-range plans of battalion
commanders.
Quarterly Training Guidance (QTG): An Active Component training
management document published at each level from battalion to
division that addresses a three-month planning period. The QTG
adjusts, as required, and further develops the training guidance con-
tained in long-range plans, to include specific training objectives for
each major training event.
Reserve Component (RC): Individuals and units assigned to the Army
National Guard or the US Army Reserve, who are not in active
service, but who are subject to call to active duty.
Situational Training Exercise (STX): A mission-related, limited
exercise designed to train one collective task, or a group of related
tasks or drills, through practice.
Slice: A term used to describe a grouping of combat, combat support,
and combat service support units which are task organized for war-
time missions or are habitually associated for peacetime training.

Glossary-6
 FM 25-100

Tactical Exercise Without Troops (TEWT): A low-cost, low-overhead

exercise conducted in the field on actual terrain suitable for training
units for specific missions. It is used to train subordinate leaders
and battle staffs on terrain analysis, unit and weapons emplacement,
and planning the execution of the unit mission.
Task: A clearly defined and measurable activity accomplished by
individuals and organizations. Tasks are specific activities which
contribute to the accomplishment of encompassing missions or other
requirements.
Training: The instruction of personnel to individually and collectively
increase their capacity to perform specific military functions and
tasks.
Training Assessment: An analytical process used by Army leaders
to determine an organization’s current levels of training proficiency
on mission essential tasks.
Training Evaluation: The process used to measure the demonstrated
ability of individuals and units to accomplish specified training
objectives.
Training and Evaluation Outline (T&EO): A summary document
prepared for each training activity that provides information on col-
lective training objectives, related individual training objectives,
resource requirements, and applicable evaluation procedures.
Training Management: The process used by Army leaders to identify
training requirements and subsequently plan, resource, execute, and
evaluate training.
Training Meeting: A periodic meeting conducted by platoon, company,
and battalion key leaders to review past training, plan and prepare
future training, and exchange timely training information between
participants.
Training Objectives: A statement that described the desired outcome
of a training activity. A training objective consists of the following
three parts:
(1) Task. A clearly defined and measurable activity accomplished
by individuals or organizations.
(2) Condition(s). The circumstances and environment in which a
task is to be performed.
(3) Standard. The minimum acceptable proficiency required in the
performance of a particular training task.
Training Requirements: The difference between demonstrated and
desired levels of proficiency for mission essential or battle tasks.
Training Resources: Those resources (human, physical, financial, and
time) used to support training. They may be internally controlled by
an organization or externally controlled by a headquarters that
allocates their use to units as required.

Glossary-7
FM 25-100

Training Schedule: A document prepared at company level that

specifies the “who,” “what,” “when,” and “where” of training to be
conducted by the unit.
Training Strategy: The method(s) used to attain desired levels of
training proficiency on mission essential tasks.
Yearly Training Briefing (YTB): A conference conducted by RC
division commanders to approve the short-range plans of battalion
commanders.
Yearly Training Guidance (YTG): A Reserve Component training
management document published at each level from battalion to
division that addresses a one-year planning period. The YTG adjusts,
as required, and further develops the training guidance contained in
long-range plans, to include specific training objectives for each
major training event.

Glossary-8
Index-1
FM 25-100

Index-2
FM 25-100

Index-3
 FM 25-100
15 NOVEMBER 1988
By Order of the Secretary of the Army:

CARL E. VUONO
General United States Army
Chief of Staff

Official:

WILLIAM J. MEEHAN II
Brigadier General, United States Army
The Adjutant General

DISTRIBUTION:
Active Army, ARNG, and USAR: To be distributed in accordance with DA Form 12-11 E,
Requirements for FM 25-1, Training (Qty rqr block no. 1080) and FM 100-5, Operations (Qty rqr
block no. 51 2).

✩ U.S. GOVERNMENT PRINTING OFFICE: 1989 627-027/80173