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SCHOOL CODE101

SUBCOURSEQM 6320

EDITION A

COMMON LEADER TRAINING (PHASE II)

101-524-3267101-524-3275101-524-3276400-022-5301400-022-5302400-022-5303400-022-5304400-022-5305

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QM 6320 i

COMMON LEADER TRAINING (PHASE II)

Subcourse Number QM 6320

QuartermasterTotal Army Training System Courseware (TATSC)Basic Noncommissioned Officer Course (BNCOC)

for

92G30

EDITION A

United States Army Combined Arms Support CommandFort Lee, Virginia 23801-1809

12 Credit Hours

Edition Date: 1 October 2001

SUBCOURSE OVERVIEW

This subcourse is designed to provide broad-based information for developing the Quartermaster Basic Noncommissioned Officer Course (BNCOC) as a more versatile logistician. The BNCOC will be able to employ the skills learned in this annex at any level of support operations.

There are no prerequisites for this course.

This subject reflects current doctrine; always refer to the latest official publications in your own work situation

TERMINAL LEARNING OBJECTIVE

ACTION: You will learn information used by Quartermaster Noncommissioned Officers (NCOs) as part of their routine duties. Tasks learned will enable you to better support your soldiers and leaders.

CONDITION: In a self-study environment.

STANDARD: To demonstrate competency of these tasks you must achieve a minimum of 75 percent accuracy on the subcourse examination.


QM 6320 i


QM 6320 ii

TABLE OF CONTENTS

Section Page

Subcourse Overview iTable of Contents iiAdministration Instructions iiiGrading and Certification Instruction iii

Lesson 1: Professional Skills/Evaluation of Leadership 1-01Practice Exercise 1-12Answer Key 1-30

Lesson 2: Military History 2-01Practice Exercise 2-09Answer key 2-11

Lesson 3: Preventive Maintenance Checks and Services 3-01Practice Exercise 3-15Answer Key 3-16

Lesson 4: Battle Drills/NBC MOPP4 Posture 4-01Practice Exercise 4-17Answer Key 4-18

Lesson 5: Battle Focused Training 5-01Practice Exercise 5-51Answer Key 5-52

Lesson 6: Global Positioning System 6-01Practice Exercise 6-06Answer Key 6-07

LESSON 7: Current and Future Initiatives 7-01Practice Exercise 7-27Answer Key 7-28


QM 6320 iii

ADMINISTRATIVE INSTRUCTIONS

1. Number of lessons in this subcourse: 7.

2. Materials you need in addition to this booklet are a number 2 lead pencil, the ACCP examination response sheet, and the preaddressed envelope you received with this subcourse.

3. Supervisory requirements: None

GRADING AND CERTIFICATION INSTRUCTION

Examination: This subcourse contains a multiple-choice examination covering the material in the 7 lesson. After studying the lesson and working through the practice exercises, complete the examination. Mark your answers in the booklet, and then transfer them to the ACCP examination response sheet. Completely black out the lettered oval that corresponds to your selection (A, B, C, or D). Use a number 2 lead pencil to mark your responses. When you complete the ACCP examination response sheet, mail it in the preaddressed envelop you received with this subcourse. You will receive an examination score in the mail. You will receive 12 credit hours for successful completion of this examination.


QM 6320 1-1

LESSON 1

PROFESSIONAL SKILLS/EVALUATION OF LEADERSHIP

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with a basic understanding of Professional Skills and Evaluation of Leadership.

TERMINAL LEARNING OBJECTIVE:

ACTION: Students will become familiar with the 13 common leader combat skills,how and when to apply them, and the evaluation process.


STANDARD: To 70 percent accuracy.

REFERENCE: The material contained in this lesson was derived from the following publications: FM 7-7 (The Mechanized Infantry Platoon and Squad APC),FM 7-8 (Infantry Rifle Platoon and Squad), and FM 25-101 (Battle Focused Training).

INTRODUCTION

The Army exists to deter war or, if deterrence fails, to win in combat. For deterrence to be effective, our enemies must know that the Army can mobilize, deploy, fight, and sustain combat operations. Effective training molds human and material resources into cohesive, combat-ready units.

To be successful in combat, the Army must train continually to develop and maintain combat-ready soldiers, leaders, and units that can perform assigned task to specific standards. The requirement for training continues even during war (especially within the combat zone). Training builds self-confidence, promotes teamwork and esprit de corps, and increases professionalism in soldiers, leaders, and units.


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1. Training. Training is the cornerstone of readiness and the basis for credible deterrence and capable defense. Training is the means by which the Army’s quality soldiers and leaders develop their warfighting proficiency and exercise the collective capabilities they will require in combat. Training prepares soldiers, leaders, and units to fight and win in war. To conduct effective training, soldiers and leaders must be able to perform a task before trying to teach it to others.

a. Preparation for Training. Preparation is essential in order to conduct effective and meaningful training for soldiers, leaders, and units. Well-prepared training ensures that trainers, soldiers, and support personnel are ready to participate and their facilities, equipment, and materials are ready for use. To prepare for effective and meaningful training, a leader must ensure that:

(1) Proper preparation gives trainers’ confidence in their ability to train. They must rehearse their presentations and review each task to be covered during their training.

(2) Provide training guidance, resources, and references.

(3) When preparing for training, review the references needed to understand the task. Gather training support items, and conduct a reconnaissance of the training site.

(4) Schedule rehearsals to identify weak points in the training plan.

(5) Teach effective techniques, and coach the trainee until they feel comfortable.

b. Demonstration. Trainers primarily use three methods to present training to soldiers. Demonstration is the preferred method of presentation used at the company level and below. The visual impact of a brief demonstration on the proper method of performing a task assists the learning process. Seeing a task performed correctly provides greater understanding than any amount of explanation. Demonstration tends to stimulate the soldier’s interest by providing realism that other techniques do not offer. The demonstration technique:

(1) Saves time by showing soldiers the correct way to perform a task.

(2) Uses the leader as the primary trainer whenever possible.

(3) Presents information in a manner that motivates the soldier.

(4) Concludes when soldiers understand the task well enough to perform it.

2. Performance of Training. Performance of tasks trained should begin immediately following presentation. Early performance reinforces newly acquired skills and converts them into usable soldier, leader, and unit skills. For the soldiers being trained, it reinforces the instruction, fixes the Army standard for the task, and builds confidence.


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a. There are three types or stages of training. Each stage can occur separately or in combination. You must ensure soldiers and units move through the first two stages as soon as standards are met. These three stages include:

(1) Initial training. Soldier has little or no familiarity with a given task.

(2) Refresher training. Soldier may require training only on certain subtasks.

(3) Sustainment training. Soldier meets the training objective, but will lose proficiency without practice.

b. You must tailor conditions to the appropriate type of training. Add more difficult conditions to increase the challenge as proficiency increases. Add realism as rapidly as possible to achieve actual conditions.

c. Now that you have been given a general overview of training requirements and a leader’s responsibilities in preparing for training, we are ready to look at specific requirements for training of the all-important common leader combat skills (CLCS). The scenario that follows is designed to familiarize you with the basic requirements for training in each of the 13 CLCS tasks. Each of the 13 CLCS tasks is described in terms of the evaluation techniques that would be used to evaluate a soldier or unit in their performance of each task or that you, for example, might be evaluated on as a unit leader.

d. CLCS training requires soldiers and units to perform and/or react to the following common combat- related situations. These are the 13 common leader combat skills:

(1) Perform a tactical road march.

(2) Occupy an assembly area.

(3) Apply troop-leading procedures.

(4) Move tactically.

(5) Direct reacting to a nuclear, biological, chemical (NBC) attack.

(6) Consolidate and reorganize.

(7) Direct reacting to contact.

(8) Direct reacting to indirect fire.

(9) Direct reacting to an ambush.

(10) Employ air defense measures.


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(11) Direct breaking contact.

(12) Defend.

(13) Conduct continuous operations.

3. Following is a sample situation for you to review to assist in understanding the 13 common leader combat skills.

SITUATION:

A platoon sized enemy force was shot down during an aerial resupply mission yesterday in your vicinity. Enemy forces have only personally carried arms. Their current position and mission are unknown. The enemy is assumed to have AK-47 series weapons and are wearing the old green style shirt and BDU pants. The enemy eliminated a platoon-sized element yesterday by ambush. They are dismounted and very well trained. There are no other friendly units in the area of operation.

MISSION:

The mission of your unit is to occupy a patrol base, prepare the base as a defensive position, and await follow-on missions. It is the commanders’ intent to move and occupy the patrol base without any casualties.

GENERAL INSTRUCTIONS:

A. Chain of Command (call out names)

1. Patrol Leader:

2. Platoon Leader

3. Squad Leader:

B. Special Teams or Task Organization

1. First squad from A and B platoons will provide left flank security. Second squad from A and B platoon will provide right flank security. Fourth squad from A platoon will provide front and rear security. Distance between security elements will depend on mission, enemy, terrain, troops, and time available (METT-T), but security elements will not lose visibility of the main element.


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2. Each squad will provide primary and alternative aid and litter teams for their element. Each squad will provide primary and alternate prisoner of war (POW) control and search teams for their elements. POWs will be taken to phase line red for interrogation and debriefing. Enemy dead will be buried in place.

3. Order of movement will be B platoon first, then A platoon.

4. If contact is made, everyone in the kill zone will immediately assume the prone position,using his or her rucksack for cover. Elements not in the kill zone will flank the enemy using a bounding over-watch movement technique under the supervision of the platoon leader.

C. Uniform and equipment common to all.

D. Time Schedule, based on mission analysis.

1. Time of Move.

2. Time and place of operation order (OPORD) briefing.

3. Who will attend OPORD briefing.

4. Inspection times and items to be inspected.

All items immediately following the warning order

5. Rehearsal actions and times prioritized as follows:

a. Actions on the objective.

(1) React to a near ambush.

(2) React to a far ambush.

b. Special team’s crew drills:

(1) Aid and litter teams.

(2) POW and search teams.


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c. Movement formations:

(1) Wedge.

(2) Bounding Over-watch.

6. Additional general instructions as needed. For example:

(a) All soldiers will ensure a 5-meter interval is maintained and weapons remain at the ready.

(b) Slings will be removed, and all personnel will be camouflaged prior to foot movement.

(c) Standard hand and arm signals will be used by this patrol.

7. Special instructions:

a. To subordinate leaders.

b. Platoon sergeant.

c. Squad leader.

4. The following sample scenario provides procedures on the mission objective, utilizing the common leader combat skills as described below.

PATROL BASE

1. A patrol base is a position set-up when a squad or platoon conducting a patrol halts for an extended period of time. Patrol bases should not be occupied any longer than 24 hours, except in an emergency. The platoon or squad never uses the same patrol base twice. Platoons and squads use patrol bases-

a. To stop all movement to avoid detection.

(1) To hide during a long, detailed reconnaissance of an objective area.

(2) To eat, clean weapons and equipment, and rest.

(3) To plan and issue orders.


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(4) To reorganize after infiltrating an enemy area.

(5) To have a base from which to conduct several consecutive or concurrent operations such as ambush, raid, reconnaissance, or security.

2. Site Selection. The leader selects the tentative site from a map or by aerial reconnaissance. The site's suitability must be confirmed, and the site must be secured before occupation. Plans to establish a patrol base must include selecting an alternate patrol base site. The alternate site is used if the first site is unsuitable or if the patrol must unexpectedly evacuate the first patrol base.

3. Planning Considerations. Leaders planning for a patrol base must consider the mission, as well as what passive and active security measures might be needed.

a. Mission. A patrol base must be located so it allows the unit to accomplish the mission.

b. Security Measures. Security measures involve the following.

(1) The leader selects:

(a) Terrain that the enemy would probably consider of little tactical value.

(b) Terrain that is off main lines of drift.

(c) Difficult terrain that would impede foot movement such as an area of dense vegetation, with bushes and trees that spread close to the ground.

(d) Terrain near a source of water.

(e) Terrain that can be defended for a short period and that offers good cover and concealment.

(2) The leader plans:

(a) Observation posts.

(b) Communication with the observation post.

(c) Defense of the patrol base.

(d) Withdrawal from the patrol base, which includes withdrawal routes, rally point, rendezvous point, or alternate patrol base.

(e) A security system to ensure that specific soldiers are awake at all times.

(f) Enforcement of camouflage, noise, and light discipline.


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(g) The conduct of required activities with minimum movement and noise.

(3) The leader avoids-

(a) Known or suspected enemy positions.

(b) Built-up areas.

(c) Ridges and hilltops, except as needed for maintaining communication.

(d) Roads and trails.

(e) Small valleys.

4. Patrol Base Occupation. A patrol base is established using the following steps.

a. The patrol base is reconnoitered and established the same way as an objective rally point (ORP) or reentry rally point (RRP), except that the platoon will enter in at a 90-degree turn. This action is METT-T dependent; if there is nothing to be gained by doing this step, then the unit does not do it (example, flat desert terrain). See diagram below.


QM 6320 1-9

First Squad order of movement

10 o’clock 2 o’clock Guide Guide

3d Squad 2d Squadorder of movement order of movement

6 o' clock

Drop off 2 soldiers at OP

Occupation of the patrol base


QM 6320 1-10

b. The platoon leader leaves a two-man observation post (OP) at the turn. The platoon sergeant and the last fire team will get rid of any tracks from the turn into the patrol base.

c. The platoon moves into the patrol base as depicted in the diagram above. The squad will occupy a cigar-shaped perimeter.

d. All squad leaders move to the left flank of their squads.

e. The platoon leader and support element or weapons squad leader start at 6 o'clock and move in a clockwise manner adjusting the perimeter (meeting each squad leader at his squad's left flank). If the platoon leader and support element leader find a better location for one of the machine guns, they reposition it.

f. After the platoon leader has checked each squad's sector, the squad leader and another squad member report to the command post (CP) as an reconnaissance and security (R&S) team.

g. The platoon leader issues the three R&S teams a contingency plan and reminds them that they are looking for the enemy, water, built-up areas or human habitat, roads and trails, and any possible rally points. (Squads occupying a patrol base on their own do not send out R&S teams at night.)

h. The R&S team departs from the left flank of their squad's sector and moves out a given distance, as stated by the platoon leader in his instructions. The team moves in a clockwise direction and reenters the patrol base at the right flank of their squad's sector. The R&S team, if at all possible, should prepare a sketch of the squad's front and report to the CP.

The distance the R&S team moves away from the squads sector will vary depending on the terrain and vegetation (anywhere from 200 to 400 meters). All members of the platoon are on 100 percent alert during this time. The R&S team is of little value at night without the use of night vision devices. The radiotelephone operator (RATELO) must be able to establish communications with higher headquarters using a directional antenna.

If the platoon leader feels that the platoon may have been tracked, he may elect to maintain 100 percent security and wait awhile in total silence before sending out the R&S teams.

i. Once all squad leaders (R&S teams) have completed their reconnaissance, they report back to the platoon leader at the CP.

j. The platoon leader gathers the information from his three R&S teams and determines if the platoon is going to be able to use the location as a patrol base.

5. Patrol Base Activities. If the platoon leader determines that he will be able to use the location as a patrol base, he gives the following information to his platoon sergeant and squad leaders. The platoon leader also disseminates other information, such as daily challenge and password, radio frequencies, and call signs. Squad leaders return to their squads, give out information, and


QM 6320 1-11

begin the priorities of work as stated by the platoon leader. The patrol base must be sterilized upon departure.

a. Security. Only one point of entry and exit will be used. Noise and light discipline must be maintained at all times. Everyone is challenged. The squad leader supervises the placement of aiming stakes and ensures claymore mines are put out. Each squad establishes an OP and may quietly dig hasty fighting �positions. Then squad leaders prepare and turn in sector sketches (to include range cards).

b. Alert Plan. The platoon leader states the alert posture (for example, 50 percent or 33 percent) and the stand-to time for day and night. He sets up the plan to ensure positions are checked periodically, OPs are relieved periodically and that at least one leader is up at all times.

c. Withdrawal Plan. The platoon leader designates which signal to be used if contact is made (for example, colored star cluster), the order of withdrawal if forced out (for example, squads not in contact will move first), and the rendezvous point for the platoon (if the platoon is not to link up at an alternate patrol base).

d. Maintenance Plan. Platoon leader ensures that machine-guns, other weapon systems, communication equipment, night vision device (NVD) are not broken down at the same time for maintenance. Redistribute ammunition. Weapons are not disassembled at night.

e. Sanitation and Personal Hygiene Plan. The platoon sergeant ensures the platoon slit trench is dug and marked at night with a chemical light inside the trench. Squad leaders will designate squad urine areas. All soldiers will accomplish the following daily routine: shave; brush teeth; wash face, hands, armpits, groin, and feet; and darken (polish) boots. All soldiers are responsible for cleaning up the area and ensuring that no trash is left behind.

f.Mess Plan. No more than half of the platoon eats at one time.

g. Water Resupply. Platoon sergeant organizes a watering party. They carry canteens in an empty rucksack.

h. In maintaining a patrol base, squads have the same requirements to perform as the platoon.

6. The following pages are example of the 13 evaluation sheets a leader can use to determine soldier proficiency in a field environment.


QM 6320 1-12

EXAMPLE EVALUATION SHEET 1

CONDUCT TACTICAL ROAD MARCHCLCS-1

STUDENT NAME _______________________________________ CLASS____________

EVALUATOR NAME _____________________________________ DATE____________

OVERALL EVALUATION GO NO GO

1. Organizes and dispatches reconnaissance and quartering parties.

2. Organizes the march column into the three required elements(head, main body, and trail party).

3. Formulates and issues the march order.

4. Ensures all vehicle commanders post air guards.

5. Maintains control throughout the road march

6. Ensures security is established during halts.

7. Ensures all elements are released at the proper release points.

REMARKS:

STUDENT SIGNATURE ______________________________________

EVALUATOR SIGNATURE __________________________________


QM 6320 1-13


OCCUPATION OF AN ASSEMBLY AREACLCS-2

STUDENT NAME ________________________________________ CLASS____________

EVALUATOR NAME ______________________________________ DATE____________


1. The platoon sergeant (with quartering party):

a. Reconnoiters the assembly area.b. Ensures that no enemy is present.c. Clears or marks all obstacles in the area.

2. The platoon sergeant determines initial position for all platoon elements.

3. The platoon sergeant establishes initial security using the quartering party and-

a. Forces enemy reconnaissance probes to withdraw. b. Warns the main body of an enemy attack.

4. The quartering party waits in covered and concealed positions toguide the rest of the platoon into correct positions.

5. After the main body arrives, the platoon sergeant assigns eachsquad a sector of the perimeter to ensure mutual support and coverall gaps by observation and fires.

6. The platoon sergeant designates an observation post (OP) and directs a squad leader to select OP personnel.


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7. The platoon sergeant establishes a priority of work, to include(varies by SOP and METT-T):

a. Positioning of crew served weapons, chemical agent alarms, and designating principle direction of fire(PDF), final protective line (FPL), and final protective fires (FPFs).b. Constructing individual and crew served fighting positions.c. Setting up wire communications between the squads and the

Command post (CP). (The platoon observes radio silence.)d. Preparing range cards.e. Camouflaging positions.f. Clearing fields of fire.g. Distributing ammunition, rations, water, supplies, and

special equipment.h. Conducting preventive maintenance schedules and services

(PMCS) on equipment.i.Inspecting platoon members and equipment.j.Rehearsing critical aspects of upcoming mission.k. Test firing small arms (if tactical situation permits).l.Conducting personal hygiene and field sanitation.

8. The platoon sergeant establishes a rest plan.

9. The platoon sergeant implements a work schedule in accordance with (IAW) his priorities.

10. The platoon sergeant ensures the squad leaders submit sectorsketches.

REMARKS:

STUDENT SIGNATURE _____________________________________________________

EVALUATOR SIGNATURE __________________________________________________


QM 6320 1-15


APPLY TROOP-LEADING PROCEDURESCLCS-3




1. The platoon sergeant receives the mission.

a. Performs a mission analysis using METT-T to identify Commander’s intent, purpose, specified tasks, and implied tasks.b. Determines constraints and limitations.c. Produces a restated mission statement that contains the

unit’s mission-essential tasks and the purpose for their assignment.

d. Uses no more than one-third of the time available.

2. The platoon sergeant issues a warning order to the squad leaders.

a. Includes enough information for subordinate elements to prepare for the mission.b. If available, includes mission, who is participating, time of the operation, and time and place for issuance of the OPORD.

3. The platoon sergeant makes a tentative plan using METT-T to include:

a. Mission. Considers the commander’s intent two command levels higher.b. Enemy. Considers type, size, organization, tactics, and equipment of the enemy he expects.c. Terrain. Considers the effect of terrain and weather on enemy and friendly troops using observation and fields of fire, cover and concealment, obstacles and movement, key terrain, and avenues of approach (OCOKA).d. Troops available. Considers strength of his squads, characteristics of his weapons systems, and capabilities of attached elements.e. Time available. Refines his allocation of time based on his tentative plan and the changing situation.


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4. The platoon sergeant begins necessary movement.

5. The platoon sergeant reconnoiters.

a. If time and enemy situation permits makes a personal recon.b. When time or enemy situation does not permit, makes a map

recon and collects information from others such as scouts.

6. The platoon sergeant completes the plan.

a. Makes changes to plan based on information gathered on recon and changing situation.b. Stays within commander’s intent.

7. The platoon sergeant issues complete order.

a. Prepares an OPORD.b. Issues oral OPORD to squad leaders within sight of objective

or on the defensive terrain (or uses a terrain sketch or model).

8. The platoon sergeant supervises the preparation by:

a. Conducting rehearsals.b. Inspecting.

REMARKS:

STUDENT SIGNATURE ____________________________________________________

EVALUATOR SIGNATURE _________________________________________________


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MOVE TACTICALLYCLCS-4

STUDENT NAME _______________________________________ CLASS___________

EVALUATOR NAME _____________________________________ DATE___________


1. The platoon sergeant organizes the platoon into squad sized elements

2. The platoon sergeant follows the OPORD and overlay.

3. The platoon sergeant uses the proper movement technique basedon the situation, terrain, and visibility.

a. Uses Traveling technique when contact is not likely.b. Uses Traveling Overwatch technique when contact is possible.c. Uses Bounding Overwatch technique when he expects

contact.

4. The platoon sergeant uses the terrain’s cover and concealment to the best advantage.

5. Platoon sergeant maintains proper position in formation to maintain control.

6. The platoon sergeant maintains control throughout the movement.

7. The platoon sergeant makes proper reports as required by the OPORD.

REMARKS:

STUDENT SIGNATURE ________________________________________________________

EVALUATOR SIGNATURE _____________________________________________________


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DIRECT REACTING TO NUCLEAR,BIOLOGICAL, OR CHEMICAL ATTACK

CLCS-5




1. The platoon sergeant recognizes signs of a chemical or biologicalattack such as:

a. A chemical alarm sounds.b. Detector paper or chemical-agent monitor indicates a positive

reading.c. Soldier reacts to attack and gives warning.

2. The platoon sergeant ensures soldiers take the following actions:

a. Quit breathing and don their protective masks.b. Pass warning signal. A platoon member may have already

given the warning. If so, platoon reacts accordingly.c. Begin decontamination of face or eyes if necessary.d. Go to MOPP4.e. Administer first aid as necessary.f. Perform decon procedures.g. Designated personnel begin chemical monitoring procedures.h. Reestablish the chain of command and communications;

sends report to the company.

3. The platoon sergeant recognizes signs of a nuclear attack. The platoon sergeant ensures soldiers do the following:

a. Immediately drop to prone position and close eyes.b. Take actions necessary to survive the blast:

(1) Turn body to head-on position.(2) Stick their thumbs in their ears.(3) Cover their face with their hands.(4) Place their arms under their body.(5) Tuck their head down into their shoulders and keep their

helmets on their faces downward.


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(6) Stay down until blast wave passes and debris stops falling.(7) Check for casualties and damaged equipment.(8) Administer first aid.

4. The platoon sergeant:

a. Reestablishes the chain of command and communications.b. Reestablishes security.c. Submits an NBC-1 report.

REMARKS:

STUDENT SIGNATURE _______________________________________________________

EVALUATOR SIGNATURE ____________________________________________________


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CONSOLIDATE AND REORGANIZECLCS-6

STUDENT NAME _______________________________________ CLASS__________

EVALUATOR NAME _____________________________________ DATE__________


1. The platoon has repulsed an enemy attack, and platoon sergeant must consolidate by:

a. Reestablishing local security.b. Restoring positions, to include camouflage.c. Reestablishing communications within the platoon.d. Repositioning fighting positions.e. Reassigning sectors of fire to cover all gaps.f. Implementing a sleep on alert plan.

2. The platoon sergeant must reorganize by:

a. Reestablishing the chain of command.b. Evacuating the dead and the wounded.c. Redistributing or resupplying ammunition and weapons.d. Requesting resupply if necessary.e. Ensuring all crew-served weapons are manned.f. Collecting and evacuating all enemy prisoner of war (EPWs).g. Providing a situation report (SITREP) to higher headquarters.

REMARKS:

STUDENT SIGNATURE ___________________________________________________

EVALUATOR SIGNATURE ________________________________________________


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DIRECT REACTION TO CONTACTCLCS-7

STUDENT NAME _______________________________________ CLASS___________

EVALUATOR NAME _____________________________________ DATE___________


1. The enemy initially fires on the platoon while the platoon is moving or at a halt. The platoon sergeant ensures soldiers takethe following actions:

a. Immediately assume the nearest covered positions.b. Immediately return fire.c. Squad leaders control the fire of their squads.d. Engage known or suspected enemy positions with well-aimed

fire.e. Make visual contact with the team or squad leader and point out enemy positions.f. Leaders check the status of their soldiers.g. Squad/team leaders make visual contact with the platoon/

squad leader.h. Leaders lead by example, i.e., “follow me and do as I do.”i. Leaders relay all commands and signals.

2. The platoon sergeant assesses the situation and decides on a course of action, i.e., break contact or assault.

3. The platoon sergeant sends SITREP to company.

REMARKS:

STUDENT SIGNATURE __________________________________________________

EVALUATOR SIGNATURE _______________________________________________


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DIRECT REACTING TO INDIRECT FIRECLCS-8

STUDENT NAME _______________________________________ CLASS_____________

EVALUATOR NAME _____________________________________ DATE_____________


1. The platoon receives indirect fire while either moving or halted.The platoon sergeant ensures soldiers take the following actions:

a. Give alarm by shouting, “Incoming!” in a loud, recognizable voice.

b. Immediately take the prone position.c. Look to leader for instructions.

2. The platoon sergeant gives directions and distance to move(or ensures squad leaders give instructions).

3. The platoon receives indirect fire while in a defensive position.Platoon sergeant ensures soldiers take the following actions:

a. Give alarm. b. Seek protection under cover of their fighting positions.

REMARKS:

STUDENT SIGNATURE ________________________________________________

EVALUATOR SIGNATURE _____________________________________________


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DIRECT REACTING TO AN AMBUSHCLCS-9




1. The platoon enters a kill zone and is within hand grenade range.The platoon sergeant ensures the soldiers take the following actions:

a. If cover is not available, personnel immediately, without orderor signal, assume prone position, return fire, and throw concussionor fragmentation and smoke grenades.b. If cover is available, personnel immediately, without order orsignal, seek cover, assume the prone position, return fire, and throw concussion or fragmentation and smoke grenade.c. After the grenades explode, personnel in the kill zone returnfire and assault through the ambush position.d. Personnel not in the kill zone identify enemy positions and place suppressive fire on the enemy.e. Personnel in the kill zone continue the assault to eliminate theambush or until they break contact.

2. The platoon enters a kill zone and is not within hand grenaderange. The platoon sergeant ensures the soldiers take the followingactions:

a. Personnel in the kill zone, with order or signal, immediately assume the prone position and return fire. They take availablecover and use smoke grenades to impair the enemy’sobservation.b. Personnel not in the kill zone conduct the Battle Drill “React toContact” and continue the assault until they eliminate the ambushor they break contact.

REMARKS:

STUDENT SIGNATURE _____________________________________________________

EVALUATOR SIGNATURE __________________________________________________


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EMPLOY AIR DEFENSE MEASURESCLCS-10

STUDENT NAME _____________________________________ CLASS_____________

EVALUATOR NAME ___________________________________ DATE_____________


1. The platoon sergeant briefs (or ensures squad leaders brief) all personnel on:

a. Air dimension of the intelligence preparation of the battlefield (IPB) process.c. Rules of engagement.d. Hostile criteria specifying friendly or hostile targets.e. Weapons control statuses, i.e., weapons free, weapons

tight, or weapons hold.f. Air defense warning (SOP).g. Method of early warning.

2. Directs the establishment of an air attack early warning system by:

a. Positioning airwatch sentries.b. Establishing audible warnings.c. Establishing visual warnings.

3. Enforces passive air defense measures by:

a. Using available cover and concealment.b. Using terrain effectively.c. Using natural and man-made materials for camouflage.d. Ensuring enemy cannot detect positions from the air.

4. Directs engagement of hostile aircraft using combined arms airdefense procedures such as:

a. Massing fires.b. Ensuring soldiers use proper aiming points.

REMARKS:

STUDENT SIGNATURE ____________________________________________________

EVALUATOR SIGNATURE _________________________________________________


QM 6320 1-25


DIRECT BREAKING CONTACTCLCS-11

STUDENT NAME _______________________________________ CLASS__________EVALUATOR NAME ____________________________________ DATE __________


1. The platoon sergeant gives order to break contact.

2. The platoon sergeant designates which squad will act as support andwhich squad will break contact.

3. The platoon sergeant orders a distance and direction or location.

4. Support squad increases rate of fire.

5. Movement squad moves to assume the Overwatch.

6. The platoon uses fragmentation and concussion grenades and smoke grenades to mask movement.

7. Support squad moves to next Overwatch position when movementsquad gets to position and provides covering fire.

8. Platoon members conduct fire and movement.

9. Platoon sergeant accounts for personnel, reorganizes, andreports to company commander.

REMARKS:

STUDENT SIGNATURE ___________________________________________________

EVALUATOR SIGNATURE ________________________________________________


QM 6320 1-26


DEFENDCLCS-12




1. The platoon sergeant analyzes the mission.

2. The platoon sergeant Issues a warning order.

3. The platoon sergeant makes a tentative plan.

4. The platoon sergeant conducts a reconnaissance.

5. The platoon sergeant causes necessary movement and preparation.

6. The platoon sergeant completes the plan and issues the OPORD.

NOTE: The first six steps are basic troop-leading procedures.

7. The platoon sergeant occupies the position.

a. Establishes local security.b. Positions key weapons.c. Ensures the platoon clears fields of fire.d. Ensures overlapping fields of fire.e. Selects alternate and supplementary positions.

8. The platoon sergeant makes proper reports as required by the OPORD.Platoon sergeant ensures the platoon installs early warning devices.

9. The platoon sergeant ensures the platoon constructs hasty protective minefields and other obstacles.

10. The platoon sergeant establishes wire and radio communications systems.

11. The platoon sergeant requests ammunition, food, water, and other supplies for stockpiling.


QM 6320 1-27

12. Engages the enemy at maximum ranges.

a. Covers obstacles with fire.b. Calls for FPL and FPF.

REMARKS:

STUDENT SIGNATURE _____________________________________________________________

EVALUATOR SIGNATURE __________________________________________________________


QM 6320 1-28


CONDUCT CONTINUOUS OPERATIONSCLCS-13




1. Implements a sleep plan.

2. Takes countermeasures as soldiers become increasingly tired, such as:

a. Gives only simple directions.b. Gives clear, complete, and concise orders.c. Repeats all orders and directions and gets feedback.d. Double-checks himself and others.e. Reassures soldiers.f. Increases communication and contact with his soldiers.g. Ensure soldiers keep physically fit.

3. Watches for signs of stress.

4. Ensures soldiers suffering from stress or battle fatigue get treatment as close to the unit as possible.

5. Conducts debriefing as soon as possible after combat.

REMARKS:

STUDENT SIGNATURE ______________________________________________________

EVALUATOR SIGNATURE ___________________________________________________


QM 6320 1-29

CONDUCT AN AFTER ACTION REVIEW (AAR)

STUDENT NAME__________________________________________

EVALUATOR NAME_______________________________________

CLASS___________________________________________________

DATE____________________________________________________


1. Ensures the entire group is present (or selected time when majority could be present).

GO NO GO

2. Leads the participants in determining what happened. GO NO GO

3. Leads the participants to establish strong and weak points of performance.

GO NO GO

4. Leads participants in determining how they would perform differently the next time.

GO NO GO

5. Uses open-ended questions to encourage participants to self discover lessons from the training event.

GO NO GO

6. Encourages all soldiers to participate. GO NO GO

7. Emphasizes Army standards rather than pronouncing success or failure. GO NO GO

8. Have the soldier perform the task again if necessary (or requests the time to do so).

GO NO GO

REMARKS:

STUDENT SIGNATURE_______________________________________________

EVALUATOR SIGNATURE____________________________________________


QM 6320 1-30

7. Summary. In this lesson you have gained knowledge of the 13 common leader combat skills and how to utilize them. All leaders must know and understand the principles of training to effectively train their soldiers. You as a leader must ensure that soldiers are trained to cope with complex, stressful, and lethal situations they will encounter in combat.


QM 6320 2-1

LESSON 2

MILITARY HISTORY

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with a basic understanding of Military History.


ACTION: Students will identify the historical evolution of the NCO Corps, the Quartermaster branch, and the multiple roles of the NCO.



REFERENCE: The material contained in this lesson was derived from the following publications: Quartermaster Support of the Army, A History of the Corps 1775-1939, The Story of the Noncommissioned Officer Corps, FM 10-1, NCO Journal (Spring 1991 and Winter1993-1994), and TRADOC Regulation 350-13 (Military History Education – 20 July 1994).

INTRODUCTION

Wars have been won through outstanding leadership. The Army, with its ever-changing global responsibilities, needs a strong NCO Corps. Our history is rich with lessons learned. Through the study of history we can increase our understanding of past decisions and incorporate them in future effectiveness. Three areas have developed together in our history, each forging and evolving in the conflict of war: the US Army, the Quartermaster Corps, and the NCO Corps. A look at the changes over the past two centuries is beneficial in our understanding of where we are now and in what direction we are going. We are going to look at the mission and functions of the Quartermaster Corps from the Revolutionary era through Operation Desert Storm/Shield. We will discover the meaning of the phrase “Backbone of the Army.” Vital to the success of today’s Army, and especially today’s NCOs, is the concept of teamwork. Without teamwork, the best NCO cannot succeed in leading his soldiers, and the mission will not be accomplished. Therefore, we will discuss the importance of teamwork to mission accomplishment and the role each NCO must have in ensuring that teamwork and an atmosphere of esprit de corps is fostered in his soldiers.


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1. Overview of Significant Historical Events From the 1600s to the 1900s.

a. Revolutionary Period: War of Independence, 19 April 1775-1783.

(1) The American colonists were united against a common enemy. Within the ranks of the colonists, men with leadership traits were selected to become NCOs. These men patterned their formations after typical English rank and file companies (British Formation) to combat the British soldiers. One major difference, however, was that the American NCO had more command responsibility than his British counterpart. In addition, the colonists shared different values than the British, given the revolutionary causes for which they were fighting. The colonial NCO was motivated by a desire for freedom and independence. Colonial values instilled a certain pride and initiative in the NCO, which is still evident today. The colonists established the Continental Army on June 14, 1775, and on June 16 established the Quartermaster (QM) Division. Brigadier General Mifflin became the first General of the Quartermaster Department. He later served on George Washington's Joint Chiefs of Staff.

(2) The QMs, during the Revolutionary War, had three main responsibilities: Army transport, opening and repairing roads and bridges, and locating and setting up campsites. Separate departments managed food and clothing.

(3) Major General Green, the QM Department's third commandant, devised a supply distribution system using depots. The depots were built from the Hudson River south to Maryland. The depot system allowed supplies to be readily distributed on demand to support the revolutionary forces.

(4) One of the primary missions of the NCOs in the Revolutionary War was maintaining order in the lines. Linear tactics (shoulder to shoulder) were initially the only way to fight; the NCOs needed strong leadership and discipline to maintain tactical integrity. American soldiers volunteered to be in the Army because they believed in the cause of independence. As a result, NCOs were more motivated during the Revolutionary War than any other Army of its time.

(5) A man claiming to be a baron from Prussia, Frederick William Von Stueben, volunteered his services to the colonists during the revolution. His military expertise was quite extensive. He became invaluable to the colonial militia, both in fighting the war and in establishing structure in the Army. General George Washington directed Von Steuben to write Regulations for the Order Discipline of the Troops of the United States. This regulation outlined the NCO’s place and responsibility in the Army. Von Steuben dictated that the NCO was responsible for the care, discipline, and training of the colonial soldiers. Not only did Von Steuben establish the leadership role, but he also started the tradition of the NCO as the trainer of soldiers.

(6) The colonists used rifles that were more accurate than English weapons. The colonial soldiers, for the first time in history, were "trained to aim." Von Steuben gave the


QM 6320 2-3

soldiers extensive training on bayonet handling and tactical maneuvers. In fact, Von Stueben trained a unit of NCOs in the necessary skills and sent them back to their own troops to teach their soldiers. This was the first "train the trainer" exercise!

(7) After the war, the newly established republican government did not want a large standing Army. The QM Department was reduced drastically.

b. Antebellum Era.

(1) The government reestablished the QMs in 1796 as a result of an emerging conflict with Great Britain. (This conflict eventually led to the War of 1812.) The newly re-formed QMs were now responsible for transportation, military stores, and camp equipment.

(2) Brigadier General Jesup led a movement to permanently establish the Quartermaster Department in 1818. Brigadier General Jesup is considered the father of the Quartermaster Corps, serving as its general for 42 years. He administered the department during the Mexican War and in numerous Indian skirmishes. Brigadier General Jesup also prescribed and enforced a system of accountability within the QM Corps.

(3) During the Mexican War, 1846-1848, the QM Department shipped supplies overseas for the first time. Shipbuilding became a new QM responsibility, as ships were necessary to transport these supplies. The Army at this time actually had a larger fleet than the Navy. Additionally, QM responsibilities increased to include clothing. The QM responsibilities now included transportation, military stores, camp equipment, and clothing supplies for the soldiers.

c. Civil War, 1861-1865.

(1) Many changes occurred in the US Army during the Civil War period, challenging the existing logistical system. The biggest challenge was the Army's growth from 10,000 to 600,000 soldiers in less than one year. Technological advances made the QM Corps more efficient and effective. Railroads, steamboats, and ironclads used in battle increased the challenges faced by QM, but also made it easier to move supplies. Food was better prepared for the hardships of war. Canned milk and dehydrated vegetables were now included in the soldier’s rations.

(2) At the beginning of the Civil War, there were few experienced soldiers. Many soldiers died due to this lack of experience and leadership. Major General Silas Casey began developing regulations on training and outlined the sergeant’s role in directing the unit. He went a step further, anticipating large numbers of casualties on the battlefield. He trained the NCOs on how to give commands in the event officers were killed. This increased the responsibility and leadership role of the NCO tremendously. One of the new responsibilities of the QM Corps was graves registration. The first attempt was not, however, successful. Most corpses were never identified and family members often never knew what happened to their relatives.


QM 6320 2-4

(3) During the Civil War, the NCOs became the color carriers (guidon), a traditional role which dictated tactical maneuvers. This was a great honor, but made the NCOs prime targets on the battlefield. The sergeants had to motivate their soldiers to fill in the gaps in the line. This was no small feat. Pushing soldiers forward over dead men and horses to almost certain death was a task the NCO handled at every battle. The behavior of the sergeants and their men demonstrated the great dedication, honor, and courage that was and still is representative of NCOs.

d. Spanish-American War, 1898.

(1) America's role in the world was expanding, and America was becoming more powerful. The US increasingly became involved in the affairs of neighboring countries. Seeing both economic and political advantage, America supported Cuban rebels against Spain. In 1898, Spain sank the American battleship "Maine" in Havana Harbor. This marked the beginning of the Spanish-American War, sometimes called the "Splendid Little War" America quickly defeated Spain in only three months. The QM Department discovered, however, that the logistical system was inadequate. More soldiers died from disease than warfare due to unsanitary conditions. Soldiers wore wool uniforms in spite of disease and hot, wet weather. These logistical problems led to much needed reform. The Army introduced khaki uniforms. The QM Corps added NCO specialists to handle problems with food and sanitation.

(2) During the Spanish-American War, guerrilla warfare became the norm given the natural isolation of the troops. The Spanish-American war officially lasted three months, but spilled over into the Philippines and evolved into the Philippine Insurrection. This lasted three and one half years.

(3) The Philippine Insurrection is noted as the "Soldiers War" because the US fought and won due to the leadership, courage, and ability of the NCO. Both the Spanish-American War and the Philippine Insurrection taught America about the advantages of combined arms warfare. This marked the first time that the Navy and the Army put together dual strategies, a turning point in American warfighting tactics.

(4) The QMs developed their insignia in 1896. The wheel on the insignia represents transportation and has 13 spokes for the 13 original colonies. The key represents supply, the key to the storehouse. The sword signifies the military nature of these supplies.

2. 1900 to the Present.

a. 1900 to World War I.

(1) In 1910, the first QM school was established in Philadelphia. The QM Department, which included the commissary and paymasters, officially became the Quartermaster Corps in 1912.


QM 6320 2-5

(2) In the early 1900s, technical specifications that were evolving out of the industrial revolution led to increased professionalism in the QM Corps. Schools were built and professional journals and organizations formed. These events directly affected NCO training.

(3) Camp Lee was established in 1917 to train the 80th Division (combat) for World War I.

b. World War I-1917.

(1) Gearing up for WW1, the QM Corps increased their training and expanded their duties to prepare for the confrontation. The QM Corps, having learned some valuable lessons during the Spanish-American War, combined subsistence, pay, and the QM Department into the QM Corps. For the first time, the QMs trained and deployed as specialized units. They provided clothing, transportation, equipment, supplies, food, construction, and pay for all soldiers. The QM Corps became so diverse in their responsibilities that they even grew vegetables for the troops in Europe.

(2) The biggest problem the QMs faced was procurement of supplies to send to the field. The QMs moved the Army. Innovations in transportation, such as the railroads, automobiles, tanks, and trucks, increased their effectiveness. These innovations enabled massive movement of both soldiers and supplies. At the same time, transportation innovations also increased the technical demands of the NCOs; specialists were now needed to maintain the Army's new transportation systems.

(3) WWI provided the opportunity for the NCOs to prove their leadership abilities. Those with outstanding skills were promoted into the officer ranks. General Pershing, the commander of the American Expeditionary Forces, recommended upgrading the leadership training given to the NCOs because of the many responsibilities they held during the war. General Pershing’s concerns led him to write a command letter stating, "They must love initiative and must hold what ground they gained to the utmost. It happens that a sergeant or even a corporal may decide a battle by the boldness with which he seizes a bit of ground and holds it."

c. World War II.

(1) More permanent construction of Camp Lee began in Virginia in 1940. This effort was in anticipation of the Army training requirements for WWII.

(2) WWII was different from any other war for many different reasons. First, this war was global, impacting every function of the QM Corps. Second, WWII was a very mechanized war; armies depended more on technology than ever before. Changes in technology increased the training needs for specialties such as fuel handlers and supply clerks.


QM 6320 2-6

(3) The different areas of the QM Corps responded to the increased demands of WWII. The clothing department designed new uniforms for the different climates and terrain. The Food or Subsistence Department created meals to meet the varying caloric intake needs of the soldiers in both mountains and deserts, cold and warm climates. The QM Corps also arranged transportation all over the world, no small chore. The QM Corps began using dogs in 1942 for search and recovery missions and established the first War Dog Reception and Training Center in Front Royal, Virginia. Additionally, the mission of graves registration increased dramatically. Significantly, the QM Corps identified 95 percent of the dead in WWII, resulting in over 250,000 families being notified.

(4) WWII increased the demands on the NCO. Due to the global missions of the war, there was a need for more small unit leaders. In addition, with the use of technology increasing, the Army needed more technical specialists. Further, the Army recognized that some of the skills the soldiers learned during wartime were needed for peacetime missions. The QM Corps adapted to these changes by introducing the Military Occupational Specialty (MOS) system. The new technical NCOs inflated the ranks of the NCOs, but they were imperative to the success of the war.

(5) After WWII, more soldiers stayed in the military than ever before in American history. Due to the fast promotion rates during the war, many high ranking NCOs were inexperienced and needed training in various Army standards. This led to the development of the NCO academy system in 1947, the Army's first attempt at formal peacetime NCO training.

d. Korean War, 1950-1953.

(1) With WWII won, many NCOs stayed on in the military. Life was good, and the soldiers jobs were not demanding. Politicians cut funding, as often happens after a war, which led to a lack of realistic training. As a result, poor performance and inexperienced leadership initially marked the Korean War. It did not take long, however, to once again become a strong military force.

(2) Korea, due to distance and terrain, was a huge logistical challenge. Korea lacked adequate roads and reliable transportation systems and experienced extreme weather conditions. Air supply became very important.

(3) Data processing and communication became increasingly technical, but increased the efficiency of the supply system. The QM Corps was one of the first supply agencies to use data processing systems.

(4) During the Korean War, the US Army experienced an increased dependence on small groups forces. NCOs led these forces, and their influence has been noted throughout all major campaigns. Historian S.L.A. Marshall wrote: "Their record showed that officers with the combat arms contributed more directly than all else to an uplift of the fighting power of the Army."


QM 6320 2-7

(5) Following the Korean War, technology continued to improve and the enlisted work force increased. This put increased demands on the Army for leadership. The need for more experienced NCOs led to the addition of pay grades E8 and E9 in 1958.

e. Vietnam, 1963–1975.

(1) Initially, the US involvement in Vietnam was strictly advisory. The NCOs played a large role in this initiative. They taught the Republic of Vietnam everything, from how to operate construction equipment to the deployment of highly technical weapons.

(2) When the conflict became more intense, the US deployed larger numbers of combat units. As a result, Vietnam was largely dependent upon the abilities of small units and their leaders. The Vietnam conflict is typically referred to as the platoon sergeants war. NCOs were called upon to demonstrate their competence, judgement, and fighting skills in isolated actions in areas ranging from rice paddies and deep jungles to the central highlands of Vietnam.

(3) Vietnam was America’s longest conflict and gave the Army opportunities to develop logistical strategies to meet the ever-changing challenge. The QM Corps perfected much of its logistical technology, such as airdrop, fuel distribution, graves registration, and subsistence distribution.

(4) The QM Corps incorporated many innovations as a result of the conflict. Widespread use of helicopters increased. Logistical support improved through developments such as pipelines for oil distribution over long distances, improved supply transportation, and increased use of automated systems. Each of these innovations served to further logistics into a more exacting science. At the height of the Vietnam conflict in the late 1960s, the QM Corps distributed over 550,000 tons of supplies to Vietnam, cleaned 2.5 million pounds of laundry, and provided showers for 130,000 monthly. This was a tremendous undertaking!

(5) In 1971, the Army instituted the NCOES (Noncommissioned Officer Education System), beginning its commitment to train Corporals through Command Sergeant Majors to "Be the best they can be." The objectives of the NCOES are to increase professional quality and development opportunities, enhance career attractiveness, and produce well-trained, dedicated NCOs for permanent positions.

f. 1973-The big year.

(1) For the first time, America has an all volunteer Army! The end of the draft caused the Army to redefine its responsibilities and to look at the soldiers’ education, training, and professional development.

(2) Of the many changes the Army was experiencing, the move to an all volunteer Army affected the military culture most significantly. The NCO pay increased due to increased responsibilities and promotion opportunities. Military discipline focused on the fair and equitable treatment of all service members. NCOs received better training and education, as the Army concentrated on personnel management.


QM 6320 2-8

(3) In 1973, the Army instituted the Sergeants Major Academy to further the NCO career. This training was different from any other training NCOs had received in their careers. The Academy prepared the NCO at the E8 level for duty as sergeant majors and command sergeant majors. The course was designed to give a broad perspective and give the NCO training opportunities comparable to those of officers.

g. 1980 to Present.

(1) The past two decades have been characterized by rapid deployment with force projection. This means that we have a smaller force today, but one that is ready at a moments notice. Recent conflicts that exemplify the concept of force projection are Grenada, Panama, Desert Storm and Somalia.

(2) Notice that prior to 1980, we lost the first half of most wars, whereas now you can see that we win the first battle, effectively ending conflict early.

3. Summary. The United States Army has evolved into its own unique system. Starting with the colonial militia, with their dedication to independence, through European and Asian conflicts to our present day Desert Storm/Desert Shield conflicts. NCOs actions have led to the slogan “NCOs are the backbone of the Army”

NCOs move the army forward by maintaining and enforcing the standards. NCOs keep the standards by modeling the proper behavior and training their soldiers in the time honored traditions and disciplines that have been exemplified by our history’s heroes.

NCOs are the fighters, from the men who sacrificed at Gettysburg to the deserts of Saudi. They have always been the ones to volunteer and support America’s causes. NCOs and especially the Quartermasters have always been there when needed. Keep up the outstanding Job! Refer back and take note of the historical events that impacted you, today’s NCO. With historical perspective, you as a leader can better understand the motives and direction the Army is going. Equipped with this knowledge you, the leader, will be able to motivate your soldiers to their highest potential.


QM 6320 2-9

PRACTICE EXERCISE

The following items will test your grasp of the material covered in this lesson. There is only onecorrect answer for each item. When you complete the exercise, check your answer with the answer key that follows. If you answer any item incorrectly, study again that part of the lesson that contains the portion involved.

1. What made the colonial NCOs different from their British counterparts and why?

A. IndependenceB. MotivationC. FreedomD. All the above

2. Who was instrumental in teaching the colonist the art of fighting in an orderly manner?

A. Baron Frederick William Von SteubenB. General PershingC. Major General GreenD. General George Washington

3. Why is Brigadier General Jesup considered the father of the QM Corps?

A. Served as general for 42 yearsB. Prescribed and enforced a system of accountability within the QM CorpsC. Administered the department during the Mexican War and numerous Indian skirmishesD. All of the above

4. What areas of responsibility did the QMs hold during the Antebellum Era?

A. TrainingB. Transportation, Military stores, and camp equipmentC. ShipbuildingD. Clothing

5. What were some of the significant differences in the Civil War versus the Revolutionary War?

A. Trains, steam boats, and ironcladsB. Food items C. First attempt at graves registrationD. All of the above


QM 6320 2-10

6. What was the biggest problem faced by the QMs during World War I?

A. Technical demands on the NCOB. Specialist were needed to maintain the Army’s transportation systemC. Procurement of supplies to send to the field D. Massive movement of soldiers and supplies


QM 6320 2-11

PRACTICE EXERCISE

ANSWER KEY

Item Number Correct Response Reference

1 D Lesson 2 para 1.a.(1)2 A Lesson 2 para 1.a.(5)3 D Lesson 2 para 1.b.(2)4 B Lesson 2 para 1.b.(1)5 D Lesson 2 para 1.c.(1)+(2)6 C Lesson 2 para 2.b.(2)


QM 6320 3-1

LESSON 3

PREVENTIVE MAINTENANCE CHECKS AND SERVICES

Critical Tasks: 101-524-3267; 101-524-3275; 101-524-3276

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with information on preventive maintenance checks and services as they relate to the mobile kitchen trailer (MKT).


ACTION: Students will review the steps involved in performing preventive maintenance checks on the mobile kitchen trailer and record faults on the DA Form 2404.



REFERENCE: The material contained in this lesson was derived from the following publications: DA PAM 738-750 (Functional Users Manual for the Army Maintenance Management System (TAMMS), FM 10-23 (Basic Doctrine for Army Field Feeding and Class I Operations Management), TM 10-4500-200-13 (Operator’s Organizational, and Direct Support Maintenance Manual (Including Repair Parts and Special Tool List) for Heaters, Space: Radiant-Type, Portable (Type I, Model 1941, Solid Fuel), TM 10-7360-204-13&P (Operator’s Organizational, and Direct Support Maintenance Manual (Including Repair Parts and Special Tool List) for Range Outfit, Field, Burner Unit, Gasoline, Field Range with Baking Rack, TM 10-7360-206-13 (Operator’s, Organizational and Direct Support Maintenance Manual for Kitchen, Field, Trailer Mounted: MKT-75, MKT-75A, and MKT-82).

INTRODUCTION

The unit has just moved out for a field training exercise. Set up the site for operation. The commander wants the dinner meal served within the next four hours. While preparing the equipment for operation, the equipment doesn’t work. The equipment was checked and found inoperable. The mission cannot be complete without this equipment. While the focus of this lesson is preventive maintenance checks and services, the first part of this lesson covers basic information about the mobile kitchen trailer (MKT).


QM 6320 3-2

1. The Mobile Kitchen Trailer. The kitchen, field trailer, mounted is commonly called the MKT (LIN L28351). It is a complete kitchen unit mounted on a trailer chassis that can be towed by a standard 2 ½-ton or 5-ton truck. A helicopter or cargo aircraft can also airlift the MKT. Currently, there are five models of the MKT in use. They are the MKT-75, MKT-75A, MKT-82, MKT-85, and the MKT-90. The MKT-90 has sling load capacity.

a. Configuration. The MKT is covered by a metal roof that can be lowered for storage or transport or raised when food is prepared and served. After the roof has been raised, mosquito netting may be attached to keep insects out. Also, the kitchen has detachable fabric sides to protect soldiers from inclement weather.

b. Issue and Setup. The MKT is issued to EAD and EAC units, divisions, separate brigades, armored cavalry units, and to MASH units. Four experienced 92G soldiers can set up the entire unit for operation in about 30 minutes.

c. Meal Service. With one MKT, you can prepare and serve A-, B-, H&S, or T-Ration meals for up to 300 soldiers per meal. Two trailers may be hooked up in tandem to prepare and serve up to 700 meals at consolidated field kitchen sites.

d. Packing Process. After meals have been served, the kitchen can be packed up into the travel mode. The packing process is very important; if not properly packed, the trailer can be permanently damaged. It is imperative to train soldiers to pack the MKT according to TM 10-7360-206-13.

e. Operation during Inclement Weather. Fabric curtains are provided with the MKT for operating during inclement weather. Follow the steps below to prepare the MKT for operation during inclement weather:

(1) Partially close air vents to prevent entry of outside elements.

(2) Remove six fabric curtains from storage.

(3) Install the longest curtains on the sides and fasten them to the roof fabric flap.

(4) Install the two smallest curtains on the right side of the roof fabric flap (both ends).

(5) Install the two remaining curtains.

(6) Secure the bottom edge of the curtains to the ramps with rope tie-downs.

(7) Open and close kitchen exits and entries as required with Velcro hook-pile tabs.

(8) Secure all ties around the tent poles and handrails, except at the entrances and exits.


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f. Operation in High Winds. Install hold-down ropes from the tent pole tops to the ground for added support.

2. Preventive Maintenance Checks and Services of the Mobile Kitchen Trailer.

a. General:

(1) Always heed the CAUTIONs and WARNINGs before you operate.

(2) Always heed the CAUTIONs and WARNINGs while you operate.

(3) Be sure to perform your “after” PMCS.

(4) If equipment fails to operate, troubleshoot with proper equipment. Report any deficiencies using the proper forms.

b. Report deficiencies. To insure that the kitchen is ready for operation at all times, it must be inspected systematically so defects may be discovered and corrected before they result in serious damage or failure. Defects discovered during operation of the unit shall be noted for future corrections, to be made as soon as an operation has ceased. Stop operation that would damage the equipment if operation were to continue. All deficiencies and shortcomings shall be recorded, together with the corrective action taken, on DA Form 2404, Equipment Inspection and Maintenance Worksheet, at the earliest opportunity.

3. Preventive Maintenance Checks and Services Procedures.

a. Refer to Table 3-1 for Preventive Maintenance Checks and Services (PMCS).

b. Item Number Column - Checks and services are numbered in chronological order regardless of interval. This column will be used as a source of item numbers for the TM Item Number column on DA Form 2404 in recording results of PMCS.

c. Interval Columns – The columns headed B, D, A, W, and M will contain a dot opposite theappropriate check indicating it is to be performed Before, During, After, Weekly, or Monthly.

d. Item to be Inspected/Procedures Column – The items listed in this column are divided into groups and identifies the items to be inspected. This column also contains a brief description of the procedure by which the check or service is to be performed.

e. Equipment will be reported according to the Not Ready/Available Column. This column contains the criteria, which will cause the equipment to be classified as Not Ready/Available because of its inability to perform its primary mission. Refer to the illustration on the next page.


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Operator/Crew Preventive Maintenance Checks and ServicesNOTE

If the equipment must be kept in continuous operation, check and service only those items that can be checked and serviced without disturbing operation. Make the complete checks and services when the equipment can be shut down.

Within designated interval, these checks are to be performed in the order listed:

B – Before D – During A – After W – Weekly M - Monthly

Perform weekly as well as well as before operations PMCS if:

(1) You are the assigned operator and have not operated the item since the last weekly.

(2) You are operating the item for the first time.

Leakage definitions are as follows:

Class I. Seepage of fluids (as indicated by wetness or discoloration) not great enough to form drops.

Class II. Leakage of fluid great enough to form drops, but not enough to cause drops to drip from item being checked/inspected.

Class III. Leakage of fluid great enough to form drops that fall from the item being checked/inspected.

CAUTION

Equipment operation is allowable with minor leakage’s (Class I or II). Of course, you must consider the fluid capacity of the item/system being checked/inspected. When in doubt, notify your supervisor.

When operating with Class I or Class II leaks, continue to check fluid levels as required in your PMCS.

Class III leaks should be reported to your supervisor or organizational maintenance.

Table 3-1. Excerpt from TM 10-7360-206-13.


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IntervalItem No.B D A W M

Item to be Inspected Procedure

Equipment is Not Ready/Available

If:1 * Roof Assembly. Inspect the

roof assembly for holes, wear, leaks, or other damage. When checking for leaks, make sure the roof vent assembly is closed. Inspect roof vent assembly, (vent cover, screen, lowering and raising rod, and attaching hardware), for damage. Check roof frame. Report any damage to organizational maintenance personnel.

Wash with warm water and soap to remove all traces of grease and dirt; air dry.

Roof leaks or stay arms on vent assembly are damaged.

2 * Roof Jack Assembly. Inspect jacks for operability, damage, or missing hardware. Report any damage or missing parts to organizational maintenance personnel.

3 * Tentage. Inspect canopy roof, travel cover, and side and screens for holes, tears, mildew or other signs of damage. Report all damage to organizational maintenance personnel.

Remove oil and grease by scrubbing with soap and warm water. Rinse well with clear water and dry. If mildew is present, refer to paragraph 3-5 of TM 10-7360-206-13 for procedure to be used for removal.

Table 3-1 Preventative Maintenance Checks and Services (PMCS)


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If:4 * Cabinet Assemblies.

Inspect cooking cabinet, oven cabinet, plate hold down assembly, moveable cabinet, storage cabinet, and condiment cabinet for damage (punctures, dents, broken hinges, etc.). Inspect griddle and cooking rack frames for damage. Inspect storage and condiment cabinet drop leaf tables forany signs of damage. Inspect cutlery rack assembly for damage. Report any and all damages to organizational maintenance personnel.

Using soap and warm water thoroughly clean all and air dry.

5 * Ice Chest Assembly. Inspect ice chest and tray assembly. Check for missing screws, damaged handles and hinges. Report any damage to organizational maintenance personnel.

Clean ice chest assembly thoroughly and air dry.

6 * Ladder Assembly. Inspect Ladder Assembly and attaching hardware for any damage and missing hardware. Report any damage to organizational maintenance personnel.

Clean ladder periodically to

Ladder unsafe

Table 3-1 Preventative Maintenance Checks and Services (PMCS) cont.


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If:remove dirt and debris from ladder steps.

7 * Tie Down Strap Assembly. Inspect for wear, cuts, or loss of tensile strength in straps. Also inspect for operability of ratchet buckles. Report any damage to organizational personnel.

8 * Platform Assembly. Inspect the platform assembly for damage or missing brackets. Report any damage or missing parts to organizational maintenance personnel.

Clean platform periodically using soap and warm water.

9 *Reflector Assemblies. Inspect reflectors for damage. Report any damage to organizational maintenance personnel.

10 * Shock Absorber. Inspect for damage and oil leakage. Report any damage to organizational maintenance personnel.

Not attached or loose.

11 * Leveling Jack Assembly. Inspect jacks for operability, damage, or missing hardware. Report any damage or missing parts to organizational maintenance personnel.

Keep stabilizer arms and

One or more jacks do not operate properly.



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If:braces free of dirt, mud, and debris.

12 * Taillight Assemblies. Inspect for broken lenses, burned out bulbs, or other damage. Report any damage or missing parts to organizational maintenance personnel. Clean lens with clear water.

13 * Wiring Harness Assemblies. Inspect for frayed insulation or broken wires. Check that connectors are clean and securely fastened. Report damage or missing parts to organizational maintenance personnel.

14 * Hook Tie Down Assemblies. Inspect hook tie down assemblies for security of attachment to platform. Report damage or missing parts to organizational maintenance personnel.

15 * Mounting Bracket Assemblies. Inspect assemblies for security of attachment to platform. Report damage or missing parts to organizational maintenance personnel

16 * Ramp Assemblies. Inspect the ramp assemblies for damage, missing ramp struts, missing slide lock or hinge pins. Report any damage or missing parts to organizational maintenance personnel.

Pins damaged or missing



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If:

Clean ramp periodically using soap and warm water.

17 * Tent Pole and Strut Assemblies. Inspect for damage to major components, ease of adjustments, and missing hardware. Report any deficiencies to organizational maintenance personnel.

Poles are broken or parts missing

18 * Corner Post and Locking Device. Inspect for ease of adjustment, damage, and missing hardware. Report any deficiencies to organizational maintenance personnel.

Locking device damaged or will not secure.

19 * Condiment Tray Assembly. Inspect for damage and missing hardware. Report any deficiencies to organizational maintenance personnel.

20 * Bench Levels. Inspect for broken glass. Report any damaged or missing parts to organizational personnel.

21 * Fire Extinguishers. Inspect to make sure fire extinguishers are present, fully charged, seals intact, and securely mounted. Report any damage or missing parts to organizational maintenance personnel.

Either fire extinguisher missing or not fully charged.


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If:22 Gasoline Cans. Inspect for

leaks or dents. Replace can if leaks or sharp radius dents deeper than 1 inch are found.

4. Purpose of PMCS (Operator/Crew). Operator/Crew preventive maintenance checks and services (PMCS) are checks and services performed by the operator/crew and unit maintenance personnel using assigned equipment and the appropriate TMs, LOs, and other technical publications. The purpose of PMCS is to identify equipment faults and service that needs repair.

5. Selection and Use of References. In order to perform PMCS on equipment, you must select and use the appropriate manual for that piece of equipment. TM 10-7360-206-13 is the appropriate manual for the mobile kitchen trailer (MKT). Table 2-1, Operator/Crew Preventative Maintenance Checks and Services, TM 10-7360-206-13 will be used to perform PMCS on the MKT. This table shows you when to inspect, what to inspect, what to look for during inspection, and whether or not the equipment is considered inoperable. (Review this table).

6. Types of Inspections. There are several different types of inspections, and they should be performed in the order listed.

a. Before-Operation PMCS. Checks performed by the operator/crew before the operation of the equipment. Faults identified must be corrected prior to use of the equipment.

b. During-Operation PMCS. Checks performed by the operator/crew during operation of the equipment. Faults that render the equipment not mission capable (NMC) must be corrected immediately.

c. After Operation PMCS. Checks and services performed immediately at the conclusion of equipment operation to identify and correct faults that will prevent the use of the equipment and to maintain the equipment to standards.

d. Periodic (Weekly/Monthly) Operator/Crew PMCS. Checks and services performed by the operator/crew to identify faults that must be corrected to maintain equipment to standard. Faults requiring correction beyond operator/crew level will be reported to unit level maintenance for correction.

7. Identification of Faults. The TM table tells you what faults to look for during an inspection. It also tells you when the equipment is deficient and NMC.

a. Fault. A fault is a defect in a piece of equipment that does not prevent the operation of the equipment, but must be corrected as soon as possible.



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b. Deficiency. A fault in a piece of equipment so severe that it causes the equipment to be NMC.

8. Use of DA Form 2404. The DA Form 2404 (Equipment Inspection and Maintenance Worksheet) is used to record faults found during PMCS. Refer to DA Form 2404 at the back of this lesson. Instruction for completing the DA Form 2404 to annotate faults of an MKT are as follows:

a. Block 1 (Organization). Enter the name of the unit to which the equipment belongs.

b. Block 2 (Nomenclature and Model). Enter the noun abbreviation and the model of the equipment.

c. Block 3 (Registration/Serial/NSN). Enter the serial or registration number or the NSN when no serial or registration number is available.

d. Block 4a (Miles). Leave blank.

e. Block 4b (Hours). Leave blank.

f. Block 4c (Hot Starts). Leave blank.

g. Block 5 (Date). Enter the calendar date the deficiency or shortcomings were found.

h. Block 6 (Type of Inspection). Enter PMCS.

i. Block 7 (TM Number, TM Date). Enter the TM number and date. When the manual has changes, print "W/C" and the latest change number after the TM number (for example, TM 10-7360-206-13 W/C 15 Jul 1996).

j. Block 8a (Signature). Enter signature, rank, or grade of person performing the inspection or service when a deficiency or shortcoming is found.

k. Block 8b (Time). Leave blank.

l. Block 9a (Signature). The commander or maintenance/motor officer will sign name and rank when making a status symbol change.

m. Block 9b (Time). Leave blank.

n. Block 10 (Man-Hours required). Leave blank.

o. COLUMN a (TM item No). Enter the item number.

p. COLUMN b (Status). Enter the applicable condition status symbol.


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(REFER TO STATUS SYMBOLS LISTED ON DA FORM 2404.)

q. COLUMN c (Deficiencies and Shortcomings). Complete as follows:

(1) If you find a fault that can be repaired, stop PMCS and correct the fault. Do not enter faults that have been repaired on the form. Continue PMCS.

(2) Briefly describe the fault. Skip up to three lines between faults.

(3) If no deficiencies or shortcomings are found, enter the date of the inspection.

r. COLUMN d (Corrective Action). Enter the corrective action taken.

s. COLUMN e (Initial when corrected). Enter initials when corrected. The initials will go on the last line for the entry in column e.


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Figure 3-1. Sample DA Form 2404 front.


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Figure 3-2. Sample DA Form 2404 back.


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9. Summary. In this lesson you have learned the purpose of PMCS, the types of inspections, how to identify faults, and the use of DA Form 2404. You as a leader must ensure that your soldiers perform proper PMCS at all times. The vehicle you maintain, may be the vehicle that saves your life in combat.


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PRACTICE EXERCISE

The following items will test your grasp of the material covered in this lesson. There is only one correct answer for each item. When you complete the exercise, check your answers with the answer key that follows. If you answer any item incorrectly, study again that part of the lesson, which contains the portion, involved.

1. What is the maximum number of soldiers that can be fed at one meal using only one MKT?

A. 100B. 200C. 300D. 400

2. While performing PMCS on an MKT you find wetness from an oil leak around a seal, but you do not find any oil droplets. What leakage class is this leak?

A. Class IB. Class IIC. Class IIID. Class IV

3. What should you write in block 4a of DA Form 2404 (Equipment Inspection and Maintenance Worksheet)?

A. nothingB. the TM you used to do the PMCSC. your name and rankD. the MKT model number


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PRACTICE EXERCISE

ANSWER KEY


1 C Lesson 3, Para 1.c.2 A Lesson 3, Table 3-13 A Lesson 3, Para 8.d.


QM 6320 4-1

LESSON 4

BATTLE DRILLS/NBC MOPP 4 POSTURE

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with a basic understanding of battle drills, to include NBC protection and MOPP 4.


ACTION: Students will analyze situations and develop a plan to accomplish the mission in a safe manner.



REFERENCE: The material contained in this lesson was derived from the following publications: FM 7-8 (Infantry Rifle Platoon and Squad), FM 25-101 (Battle Focused Training).

INTRODUCTION

Training prepares soldiers, leaders, and units to fight and win in combat. The Army must train and be ready in peacetime to deter war, to fight and control wars, and to terminate wars on favorable terms. As leaders we must survive, fight and win on the battlefield. The goal of training, therefore, is to produce combat-ready units that respond rapidly to known or potential hostile situations, with leaders trained in combat leader combat skills. Battle drill training is a key in achieving that goal and provides battle focus training, This lesson will provides platoon sergeants with an understanding of battle drill training.


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1. Battle Drills. Battle drills are collective actions rapidly executed by a platoon or smaller element without applying a decision-making process. Battle drills describe how platoons and squads apply fire and maneuver to commonly encountered situations. They require leaders to make decisions rapidly and to issue brief oral orders quickly. The action is vital to success in combat. The battle drill is initiated on a cue, such as an enemy action or a leader's order. Characteristics of battle drills include the following:

a. They require minimal leader orders to accomplish and are standard throughout the Army.

b. Sequential actions are vital to success in combat and critical to preserving life.

c. They apply to a platoon or smaller units.

d. They are trained responses to enemy actions or a leader’s orders.

e. They represent mental steps followed for offensive and defensive actions in training and in combat.

f. They identify key actions that a leader and soldier must perform quickly.

g. They provide for a smooth transition from one activity to another, for example, from movement to an offensive action to a defense action.

h. They provide standardized actions that link a soldier and collective task at platoon level and below. Soldiers will perform individual task to common task training (CTT) standards.

i. They require the full understanding of each individual and leader and continual practice.

(1) A platoon’s ability to accomplish its mission often depends on the ability of soldiers and leaders to execute key actions quickly. All soldiers and their leaders must know the required reaction to enemy contact as well as follow-up actions. Drills are limited to situations requiring instantaneous response; therefore, soldiers must execute drills instinctively. This results from continual practice. Drills provide small units with standard procedures essential for building strength and aggressiveness.

(2) A battle drill is critical action to be taken in combat when responding to an emergency situation. Platoon and squads must move quickly to get the most firepower, speed, and protection available from both their unit and their assignment. Battle drills are preplanned. They stress changes in formation and movement when the tactical situation changes. The platoon leader has the flexibility to make tactical decisions about which battle drills to use and when to use them.

(3) Battle drills teach squad and platoon leaders to respond to commands quickly and automatically without detailed instructions. The platoon/squad leader provides command and controls, using standing operating procedures (SOPs). The unit SOP is a set of instructions


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that covers standard, routine actions unique to the unit. SOPs help leaders carry out operations by:

(a) Simplifying training.

(b) Simplifying the preparation of combat orders.

(c) Reducing the number, length, and frequency of combat orders.

(d) Promoting teamwork between leaders and troops.

(e) Advising new troops of procedures to be followed in the organization.

(f) Reducing misunderstanding, confusion, and errors.

(4) Almost any item can become a part of the unit SOP. Many SOP items are derived from personnel and equipment available to the organization. SOP items can be established by leaders based on how they can operate most efficiently and best prepare their units for combat. SOPs remain in effect until modified by an order. If an item is changed continuously, then it should not be part of the SOP.

(5) Battle drills are planned with emphasis on changes in formation and movement to respond to changes in tactical situations. Battle drills are set plays that should be established for mounted or dismounted operations. They should become part of the SOP and should be practiced. Some of the advantages of battle drills are:

(a) They are based on a unit’s mission and the specific tasks, standards, and subtasks required to supporting the mission.

(b) They are built from simple to complex and focus on the basics.

(c) They are linked to how-to-train and how-to-fight at small unit levels.

(d) They provide an agenda for continuous coaching and critique.

(e) They develop leaders and build teamwork.

(f) The increase the chances for individual soldier and unit survival on the battlefield.

(g) They reduce reaction, increase speed of execution, and standardize combat actions.

(h) They help the soldier master his individual skills so he knows what to do in the absence of orders.

(i) They instill unit discipline and standards.


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2. Selection of Battle Drills. As a trainer and leader, you must establish training priorities for the battle drills and decide which individual and leader tasks support them. To do this, the leader must:

a. Identify the unit's critical tactical mission.

b. Select the battle drills that support the mission and the commanders training guidance.

c. Rank the battle drills in the order of their importance to the mission accomplishment and the unit's current level of proficiency.

d. Identify the individual and leader tasks that support the battle drills selected for training.

e. Conduct individual training, which is the first step in the building block approach and sets the foundation for unit training. Mastery of individual skills is essential for effective battle drill training.

f. Set conditions for training.

3. Responsibilities. All soldiers must master the individual tasks identified. Leaders must master both their own leader tasks and the individual tasks of their subordinates. Cross training is essential so the unit can perform its battle drills despite personnel losses. Training safety must also be considered during planning and while conducting any training. Soldiers must know the abilities and limitations of the equipment and vehicles they use.

4. Training Procedures. Battle drill training never ends. Battle drills must be mastered. The overall training developed by the leader should be designed to meet the needs of the unit and should eliminate any faults or weaknesses found. Practice goes on for as long as the platoon/squad is in the field. The goal is to move and react quickly under any conditions. As the platoon/squad begins to master basic battle drills the platoon/squad leader can vary his battle drill training. When you conduct battle drill training, you should use the CRAWL, WALK, AND RUN strategy.

a. Crawl Phase. The leader or instructor will talk through the battle drill step-by-step, describing what each individual or team must do for each battle drill. The leader:

(1) Describes the drill in general, its purpose, and its importance.

(2) Describes the performance measures of each step in detail.

(3) Conducts a step-by-step demonstration of the drill.

(4) Discuss the role of supporting individual tasks in the drill.

(5) Answer.


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(6) Questions.

b. Walk Phase. The unit executes the battle drill at a slow, step-by-step pace. The leader conducts this phase as follows:

(1) Produces the cue that initiates the battle drill.

(2) Has the soldier perform the required steps at a slow pace.

(3) Coaches and critiques performance during the practice runs.

(4) Stop training when mistakes are made, provide2 correction, and continues to train.

(5) Practices each battle drill until the unit can perform it to standard without coaching.

c. Run Phase. The leader requires soldiers to perform the battle drills at full speed as if in actual combat. The leader conducts this phase as follows:

(1) Produces the cue that initiates the battle drill.

(2) Allows the battle drill to be performed without interruption.

(3) Has soldiers perform the drill until it is completed and can be performed to standard.

(4) Goes back to walk phase if soldiers cannot perform tasks correctly.

(5) Varies the condition under which a battle drill is performed, such as using different MOPP levels, switching to different terrain, or switching personnel between positions.

(6) Conducts an after-action review to summarize the results of training, identifies training strengths and weaknesses, obtains feedback, and emphasizes key training points.

5. MOPP. One defense against chemical attack is the use of mission-oriented protection posture (MOPP). MOPP is a flexible system of protection against chemical agents that are used in chemical warfare. It requires that soldiers wear individual protective equipment consistent with the chemical threat, the work rate imposed by the mission, and the temperature. MOPP does not mean that individuals must wear all their protective equipment all the time. Because of duty requirements, body heat buildup, and basic human needs, soldiers cannot wear it for an indefinite period. MOPP does give the commander and staff a range of choices for the unit, from no protection at all to full protective clothing and equipment.

a. There are four MOPP levels. These levels are based on the clothing and equipment worn.

(1) MOPP 1. Overgarment worn. Overboots, gloves, and mask with hood carried.


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(2) MOPP 2. Overgarment and Overboots worn. Gloves and mask with hood carried.

(3) MOPP 3. Overgarment, Overboots, and mask with hood worn. Gloves carried.

(4) MOPP 4. Overgarment, Overboots, and mask with hood closed, with gloves worn.

b. The over-garment and hood may be worn open or closed, depending on the temperature, in MOPP levels less than 4. MOPP 4 provides the maximum protection. It requires all clothing and equipment to be worn, and the overgarment with mask and hood worn closed. Listed below are basic battle drills. Each paragraph contains an individual battle drill and a description of the situation. The following situations are facts that give information about battle drills.

BATTLE DRILLS (Extract from FM 7-8)

A. Platoon Attack

SITUATION: The platoon is moving as part of a larger force conducting a movement to make contact or a hasty or deliberate attack.

1. Action on Enemy Contact.

a. The platoon initiates contact. The platoon leader plans when and how his base-of-fire element initiates contact with the enemy to establish a base of fire. This element must be in position and briefed before initiating contact with the enemy. If the platoon has not been detected, position your support element and identify the enemy's position.

b. The enemy initiates contact. The enemy has initiated contact. The platoon takes the following actions:

(1) The squad in contact reacts. The squad leader attempts to achieve suppressive fire with one fire team and maneuver the other team to attack the enemy in the flank. The squad leader notifies the platoon leader of his action.

(2) The platoon leader, his radiotelephone operator (RATELO), the platoon forward observer (FO), the squad leader of the next squad, and one machine gun team move forward to link up with the squad leader of the squad in contact.

(3) The squad leader of the trail squad moves to the front of his lead fire team.

(4) The platoon sergeant then moves forward with the second machine gun team and links up with the platoon leader. If directed, he assumes control of the base-of-fire element and positions the machine guns to add suppressive fire against the enemy.


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(5) The platoon leader assesses the situation. He follows the success of the squad's flank attack by leading the trail squads along the covered and concealed route taken by the assaulting fire team of the squad in contact.

(6) If the squad in contact cannot achieve suppressive fire, the squad leader reports to the platoon leader.

(7) The squad in contact establishes a base of fire. The squad leader deploys his squad to provide effective, sustained fire on the enemy position. The squad leader reports his final position to the platoon leader.

(8) The remaining squads (not in contact) take up covered and concealed positions to observe the flanks and rear of the platoon.

(9) The platoon leader moves forward with his RATELO, the platoon FO, the squad leader of the nearest squad, and one machine gun team.

2. Locating the Enemy.

a. The squad leader of the squad in contact reports the enemy size, location, and any other information to the platoon leader. The platoon leader completes the squad leader’s

assessment of the situation.

b. The squad continues to engage the enemy's position.

c. The platoon sergeant moves forward with the second machine gun team and links up with the platoon leader.

3. Suppress the Enemy.

a. The platoon leader determines if the squad in contact can gain suppressive fire against the enemy based on the volume and accuracy of the enemy's return fire.

(1) If the answer is YES, he directs the squad (with one or both machine guns) to continue suppressing the enemy.

(a) The squad in contact destroys or suppresses enemy weapons that are firing most effectively against it (normally these are crew-served weapons).

(b) The squad in contact puts screening smoke (M203) in place to prevent the enemy from seeing the maneuver element.

(2) If the answer is NO, the platoon leader deploys another squad and the second machine gun team to suppress the enemy position. (The platoon leader may direct the platoon sergeant to position this squad with one or both machine gun teams in a better support-by-fire position).


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b. The platoon leader again determines if the platoon can gain suppressive fire against the enemy.

(1) If the answer is YES, he continues to suppress the enemy with two squads and two machine guns.

(a) The platoon sergeant assumes control of the base-of-fire element (squad in contact, the machine gun teams, and any other squads designated by the platoon leader).

(b) The machine gun team takes up a covered and concealed position and suppresses the enemy position.

(c) The platoon FO calls for and adjusts fires based on the platoon leader’s directions. The platoon leader does not wait for indirect fire before continuing with this action.

(2) If the answer is still NO, the platoon leader deploys the last squad to provide flank and rear security to guide the rest of the company forward and reports the situation to the company commander. Normally the platoon will become the base-of-fire element for the company and may deploy the last squad to add suppressive fire. The platoon continues to suppress or fix the enemy with direct and indirect fire in response to orders from the company commander.

4. Attack.

a. If the squads in contact with the enemy, together with the machine gun teams, can suppress the enemy, the platoon leader determines if the remaining squads not in contact can maneuver. To do this assesses the following:

(1) Location of enemy positions and obstacles.

(2) Size of enemy forces engaging the squad. (The number of enemy automatic weapons, the presence of any vehicles, and the employment of indirect fire are indicators of the enemy’s strength.)

(3) Vulnerable flank.

(4) Cover and conceal flanking route to the enemy position.

b. If the answer is YES, the platoon leader maneuvers the squad into the assault.

(1) Once the platoon leader has ensured that the base-of-fire is in position and providing suppressive fire, he leads the squad to the assault position.

(2) Once in position, the platoon leader gives the prearranged signal for the base-of-fire element to lift or shift direct fires to the flank of the enemy position. (The assault element MUST


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pick up and maintain effective fire throughout the assault. The hand over of responsibility for direct fire from the base-of-fire element to the assault element is critical.)

(3) The platoon FO shifts indirect fires to isolate the enemy position.

(4) The assaulting squads fight through the enemy positions using fire and maneuver. The platoon leader controls the movement of his squads. He assigns specific objectives for each squad and designates the main effort or base maneuver element. (The base-of-fire element must be able to identify the near flank of the assaulting squads.

(5) During the assault, the squad leader determines which way he will move the elements of his squad. He bases this decision on volume and accuracy of enemy fire and the amount of cover afforded by the terrain. In all cases, each soldier uses individual movement techniques as appropriate.

(a) The squad leader designates one fire team to support the movement of the other team by suppressive fire on the enemy.

(b) The squad leader designates a distance or direction for the team to move. He accompanies one of the fire teams.

(c) Soldiers must maintain contact with team members and leaders.

(d) Soldiers time their firing and reloading in order to sustain their rate of fire.

(e) The moving fire team proceeds to the next covered position. The team uses the wedge formation when assaulting. Soldier movements are conducted in rushes or by crawling.

(f) The squad leader directs the next team to move.

(g) If necessary, the team leader directs soldiers to bound forward as individuals within buddy teams. Soldiers will coordinate their movement and fires with each other within the buddy team. They maintain contact with their team leader.

(h) Soldiers fire from covered positions. They select the next covered position before moving. They either rush forward (no more than 5 seconds) or use high or low crawl techniques (based on terrain and enemy fire).

c. If the answer is NO or the assaulting squads cannot continue to move, the platoon leader deploys the squads to suppress the enemy and reports to the company commander. The platoon continues suppressing enemy positions and responds to the orders of the company commander.

5. Consolidate and Reorganize.


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a. Consolidate. Once the assaulting squads have seized the enemy position, the platoonleader establishes local security. (The platoon must prepare to defeat the enemy counterattack. The platoon is most vulnerable at the conclusion of the assault.)

(1) The platoon leader signals for the base-of-fire element to move up into its designated position.

(2) The platoon leader assigns sectors of fire for each squad.

(3) The platoon leader positions key weapons to cover the most dangerous avenues of approach.

(4) The platoon sergeant begins coordination for ammunition resupply.

(5) Soldiers take up hasty defensive positions.

(6) The platoon leader and his FO develop a quick fire plan.

(7) The squads place out observation posts (OPs) to warn of enemy counterattacks.

b. Reorganize.

(1) The platoon performs the following tasks (only after it completes the consolidation of the objective):

(a) Reestablish the chain of command.

(b) Redistribute and resupply ammunition.

(c) Man crew-served weapons first.

(d) Redistribute critical equipment (radios, NBC, NVDs).

(e) Treat the casualties and evacuates the wounded.

(f ) Fill the vacancies in key positions.

(g) Search, silence, segregate, safeguard, and speed the enemy prisoners of war (EPW) to the collection point.

(h) Collect and report enemy information and materiel.

(2) The squad leaders provide ammunition, casualty, and equipment (ACE) reports to the platoon leader.


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(3) The platoon leader consolidates the ACE reports and passes them to the company commander or the executive officer (XO).

(4) The platoon continues the mission after receiving guidance from the company commander. Then the company follows the success of the platoon's flanking attack.

B. React to Contact.

SITUATION: The platoon/squad (p/s) is moving. The enemy fires on the p/s. The p/s returns fire immediately while locating and engaging the enemy. The leader can point out at least half of the enemy positions and can effectively identify the types of weapons being used by the enemy. To react to contact, your soldiers should:

1. Immediately take up the nearest covered position and return fire in the direction of contact.

2. Team/squad leaders locate and engage known or suspected enemy positions with well-aimed fire and pass the information to the squad /platoon leader.

3. Fire team leaders control fire using standard fire commands (initial and supplemental) containing the following elements:

(a) Alert.

(b) Direction.

(c) Description of target.

(d) Method of fire (manipulation and rate of fire).

(e) Command to commence firing.

4. Soldiers maintain contact with the soldiers on their left and right.

5. Soldiers maintain contact with their team leaders and report the location of the enemy’s position.

6. Leaders check the status of their personnel.

7. The team/squad leaders maintain contact with the squad/platoon leader.

8. The squad/platoon leader –

(a) Moves up to the fire team/squad in contact and links up with its leader. (The platoon leader brings his RATELO, platoon FO, the squad leader of the nearest squad, and one machine gun team. The squad leader of the trail squad moves to the front of his lead fire team. The


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platoon sergeant also moves forward with the second machine gun team and links with the platoon leader, ready to assume control of the base-of-fire element.)

(b) Determines whether or not his squad/ platoon must move out of the engagement.

(c) Determines whether or not he can gain and maintain suppressive fires with his element already in contact (based on the volume and accuracy of enemy fire against the element in contact).

(d) Makes an assessment of the situation. He identifies –

(1) The location of the enemy position and obstacles.

(2) The size of the enemy force. (The number of enemy automatic weapons, the presence of any vehicles, and employment of indirect fire are indicators of the enemy’s strength.)

(3) Cover and conceal flanking routes of the enemy’s position.

(e) Determines the next course of action (for example, fire and movement, assault,breach, knock out bunker, enter and clear a building or trench).

(f) Reports the situation to the platoon leader/company commander and begins to maneuver.

(g) Calls for and adjusts indirect fire (mortars or artillery). Squad leaders relay request through the platoon leader.

9. Team leaders lead their teams by example; for example, “Follow me, do as I do.”

10. Leaders relay all commands and signals from the platoon chain of command.

C. Break Contact.

SITUATION: The platoon/squad (p/s) is stationary. The enemy fires on the p/s. The leader orders the p/s to break contact. The unit moves to where the enemy cannot observe or place direct fire on it.

1. The squad/platoon leader gives the order to break contact. The squad/platoon leader directs one fire team/squad to maintain contact to support the disengagement of the remainder of the unit.

2. The squad leader gives orders (for distance, direction, terrain features, or last rally point) for the movement of the first fire team/squad.

3. The base-of-fire element (fire team/squad) continues to suppress the enemy.


QM 6320 4-13

4. The moving element uses fragmentation, concussion, and smoke grenades to mask its movement.

5. The moving element takes up the designated position and engages the enemy position.

6. The platoon leader directs the base-of-fire element to move to its next location. (Based on the terrain and volume and accuracy of the enemy’s fire, the moving team/squad may need to use fire and movement techniques.)

7. The squad/ platoon continues to bound away from the enemy (suppressing the enemy as it breaks contact.)

(a) They break contact

(b) They pass through a higher level of support-by-fire position.

(c) The fire teams/squads are in position to conduct the next mission.

8. The leader should consider changing the direction of movement once the contact is broken. This will reduce the ability of the enemy to place effective indirect fire on the unit.

9. If the squad or platoon becomes disrupted, soldiers stay together and move to the last designated rally point.

10. Squad/platoon leaders account for soldiers, make required reports, reorganize as necessary, and continue the mission.

D. React to Ambush.

SITUATION: The p/s is in a prepared kill zone. The enemy initiates the ambush with a casualty producing device and a high volume of fire. Personnel in the kill zone locate and place suppressive fire on the enemy. You should perform the following actions.

1. In a near ambush (within hand grenade range), soldiers receiving fire immediately return fire, take up covered positions, and throw fragmentation, concussion, and smoke grenades.

(a) Immediately after the explosion of the concussion or fragmentation grenades, personnel in the kill zone return and assault through the ambush position using fire and movement.

(b) Soldiers not in the kill zone immediately –

(1) Identify enemy positions.

(2) Initiate immediate suppressive fires against the enemy.


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(3) Take up covered positions.

(4) Shift fires as the soldiers in the kill zone assault through the ambush.

2. In a far ambush (beyond hand grenade range), soldiers receiving fire immediately return fire, take up covered positions, and suppress the enemy by –

(a) Destroying or suppressing enemy crew-served weapons first.

(b) Obscuring the enemy position with smoke (M203).

(c) Sustaining suppressive fire.

3. Soldiers (teams/squads) not receiving fire move by a covered and concealed route to a vulnerable flank of the enemy position and assault using fire and movement techniques.

4. Soldiers in the kill zone will continue suppressive fire and shift the fire as the assaulting team/squad fights through the enemy position.

5. The platoon FO calls for and adjusts indirect fire as directed by the platoon leader. On order, he lifts the fire or shifts it to isolate the enemy position or to attack them with indirect fire as they retreat.

6. The squad/platoon leader reports, reorganizes as necessary, and continues the mission.

E. React to Indirect Fire.

SITUATION: The p/s is moving, halted, or occupying a defensive position. A member of the platoon gives the alert, "INCOMING." Your soldiers should perform these tasks while moving:

1. Platoon members immediately assume the prone position.

2. After the round impacts, the leader designates the direction and the distance to move.

3. The unit moves to the specified location.

F. React to a Chemical Attack.

SITUATION: The p/s is moving, halted, or occupying a defensive position. A member of the p/s gives an oral or visual signal for chemical attack, or a chemical alarm activates. Your soldiers must:

1. Recognize the chemical attack, stop breathing, put on their protective masks, clear, and check for seal within 9 seconds.


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2. Pull hoods over their heads and zip them within 6 seconds.

3. Give the alarm "GAS" or use the hand and arm signals for a chemical attack.

4. Start to decontaminate skin, face, and eyes, as required, within one minute.

5. Go to MOPP 4 within 8 minutes.

6. Administer first aid.

7. Perform basic decontamination and use towelettes to wipe down hoods, masks, weapons, gloves, and helmets.

8. Use sticks or other objects to remove globs of liquid chemical contamination within 16 minutes.

9. Monitor all personnel and actions using monitoring equipment.

10. Reestablish the chain of command and communications and report the situation to the company commander.

G. React to Nuclear Attack.

SITUATION: The platoon sergeant/squad leader is moving, halted, or in a defensive position. Soldiers see a brilliant flash of light. The p/s leader has an option to give the alert to initiate the drill. Personnel immediately drop to prone positions and take the individual steps necessary to survive the blast. After the blast shock wave passes, security is established.

Your soldiers should react by dropping into a prone position and closing their eyes. Each soldier should:

1. Turn the body to a head-on position.

2. Stick their thumbs in their ears.

3. Cover the face with their hands.

4. Place the arms under the body.

5. Stick the head down into the shoulders, keeping the helmet on and face downward.

6. Stay down until the blast wave passes and debris stop falling.

7. Check for casualties and damaged equipment.

8. Reestablish the chain of command and communication.


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9. Establish security and report to higher headquarters.

10. Administer first aid and evacuate casualties.

11. Submit an initial NBC 1 report.

6. Summary. The goal of training is to produce combat ready units that respond rapidly to known or potential hostile situations and that have leaders trained in the common leader combat skills. Battle drill training is a key in achieving that goal as it provides battle-focused training.The Army must train and be ready in peacetime to deter war, fight and control wars, and terminate wars on favorable terms. As leaders we must survive, fight, and win on the battlefield.


QM 6320 4-17

PRACTICE EXERCISE

The following items will test your grasp of the material covered in this lesson. There is only one correct answer for each item. When you complete the exercise, check your answer with the answer key that follows. If you answer any item incorrectly, study again that part of the lesson, which contains the portion, involved.

1. What phase is it called when a leader requires soldiers to perform battle drills at full speed as if in actual combat?

A. Walk phaseB. Crawl phaseC. Run phaseD. Low-crawl phase

2. What action should the platoon leader take after the platoon has carried out the React to Contact Drill?

A. Leaders relay all commands and signals from the platoon chain of commandB. Gives an NBC 1 report.C. The platoon/squad leader makes a quick assessment of the situation and decides on a

course of action. The platoon/squad leader reports the situation to the company commander.

D. None of the above

3. What is the first sign of a nuclear attack?

A. Red flash of lightB. Brilliant flash of lightC. Brilliant yellow flash of lightD. Bright red flash


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PRACTICE EXERCISE

ANSWER KEY


1 C Lesson 4, Para. 4.c.2 A Lesson 4, Para B.10.3 B Lesson 4, Para G


QM 6320 5-1

LESSON 5

BATTLE FOCUSED TRAINING

Critical Tasks: 400-022-5301, 400-022-5302, 400-022-5303, 400-022-5304, 400-022-5305

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with information on battle focused training.


ACTION: Students will identify with the role of a noncommissioned officer within the Army training management system.



REFERENCE: The material contained in this lesson was derived from the following publication: FM 25-101 (Battle Focused Training).

INTRODUCTION

Battle focus is a concept used to derive peacetime training requirements from wartime missions. Units cannot achieve and sustain proficiency on all possible soldier, leader, and collective tasks. Critical to the battle focus concept is understanding the linkage between the collective mission essential tasks and the leader and soldier tasks that support them.

The CSM and NCO leaders must select specific soldier tasks that support each collective task to be focused on during training. NCOs are primarily responsible for training soldier tasks. Leaders at every level remain responsible for training to established standards during soldier, leader, and unit training. Before we begin the lesson, the figure on the next page depicts the influence of battle focus on the integration of collective and soldier training.


QM 6320 5-2

Table 5-1. Integration of collective and soldier training.


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1. Assessing Team/Individual Training. Effective training requires the personal time, energy, and guidance of commanders. Commanders must personally observe and assess training at all echelons. Their specific emphasis is on training one level down and evaluating two levels down. For example, battalion commander’s train company commanders with their companies and evaluate platoon leaders with their platoons. Company commander’s train platoon leaders with their platoons and evaluate section, squad, team, and crew leaders with their units. Commanders must do the following:

2. Develop and communicate a clear vision or intent. This vision is based on an understanding of a:

a. Unit’s mission, doctrine, and history.

b. Unit capabilities, to include strengths and weaknesses.

c. Supporting and supported units’ doctrine and capabilities.

d. Enemy capabilities.

e. Training philosophy.

f. Training environment (geographic dispersion, location, or unique command structure).

3. Train the trainer. Leaders must –

a. Develop junior leaders.

b. Ensure subordinate leaders understand and use leader development programs.

4. Establish a safe, realistic training program that is based on and enforces the Army’s standards of performance.

5. Foster a command climate which –

a. Promotes learning.

b. Allows honest mistakes.

c. Encourages open communications and disagreement without fear of retribution.

d. Instills discipline in units.

6. Be personally involved in planning, executing, and assessing training.

a. State their expectations of what the unit should achieve by the end of the training period (expected levels of proficiency on mission essential task list [METL] tasks).


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b. Protect units from training distracters by ruthlessly enforcing the lock-in of major events agreed upon during training briefings and contained in the signed training schedules.

c. Ensure subordinate commanders understand the importance of training meetings (weekly for AC, monthly for RC), rigidly enforce their conduct, and (periodically) attend them.

d. Protect resources (ranges, ammunition, land, training aids, and time) for training.

e. Personally visit training to –

(1) Show that training is the top priority.

(2) Observe and assess the execution of subordinate training at all levels to ensure training is conducted to standard.

(3) Assess leader development and provide developmental feedback and guidance as coach, teacher, and mentor.

(4) Direct changes to improve unit training and enhance warfighting capability (within scope of unit training objectives, using the chain of command).

(5) Ensure quality of external training support and resolve systematic problems.

7. Leader Responsibilities. In addition to the above commander’s responsibilities, all leaders must require their subordinates to understand and perform their roles in training. The commander assigns primary responsibility to officers for collective training and to noncommissioned officers (NCOs) for soldier training. NCOs also have responsibility to train sections, squads, teams, and crews. The commander is responsible to meld leader and soldier training requirements into collective training events using multi-echelon techniques.

8. Additional Responsibilities all leaders must do:

a. Train the combined arms team to be proficient on its mission essential tasks. This includes training soldiers, leaders, subordinate units, and subordinate elements. The key is to train the leader with the unit. Special attention must be paid to training newly assigned lieutenants and sergeants as they train with their platoons, and newly promoted sergeants as they train with their sections, squads, teams, and crews.

b. Centralize training planning to maintain unit focus on the wartime mission.

c. Decentralize execution to allow subordinate leaders the flexibility to focus training on their units’ strengths and weaknesses.

d. Establish effective communications at all levels. Leaders must talk to one another and exchange information. Guidance on wartime missions and priorities flows down; soldier, leader,


QM 6320 5-5

and collective training needs flow up. Training meetings, briefings, and after action reviews (AARs) are primary forums for the exchange of training information among leaders.

e. Demand training standards be met. They must –

(1) Plan time for additional training to allow for tasks not performed to standard.

(2) Plan to train a realistic number of tasks during a training event. It is better to train to standard on a few tasks than fail to achieve the standard on many. Soldiers will remember the enforced standard.

(3) Understand the role of the RC and the nature of the RC training environment. About half of today’s total Army force structure is in the RC: the Army National Guard (ARNG) and US Army Reserve (USAR). RC units are required to train to the same standard on each task as AC units. However, they train on fewer tasks because of –

(a) Reduced training time.

(b) Geographical dispersion.

(c) Availability of equipment for training.

(d) Inadequacy of training areas.

9. Different Chains of Command. Many RC units operate within two different chains of command. RC units receive their wartime missions through their CAPSTONE chain of command. Their peacetime chain of command, however, provides training guidance and the day-to-day command and control. Additionally, the peacetime chain of command reviews and approves resources for RC units to train on mission essential tasks.

10. The Nine Principles of Training. Leaders must know and understand the principles of training to effectively train their units. The principles provide direction but are sufficiently flexible to accommodate local conditions and the judgment of commanders and other leaders. The nine principles of training are as follows:

a. Train as combined arms and services team. The greatest combat power results when leaders synchronize combat, combat support (CS), and combat service support (CSS) systems to complement and reinforce one another. The slice concept refers to CS and CSS units task-organized to support a particular maneuver or combined arms unit. Leaders should routinely practice habitual relationship and cross-attachment of units. Habitual relationship of supporting elements builds cohesion and a winning spirit. Habitual relationship also helps each element understand how it contributes to fight the battle. The team works together. All slice team members, particularly officers and key NCOs, must be present at every opportunity. This includes staff meetings, training meetings, and social events.


QM 6320 5-6

The following diagram shows a representative battalion task force (TF) and company team with their slice elements. RC units may have difficulty training as a combined arms team during inactive duty training (IDT) because of the dispersion of combat arms, CS, and CSS units. RC commanders must therefore emphasize slice training during annual training (AT).

1. Train as you fight.2. Use appropriate doctrine.3. Use performance-oriented training.4. Train to challenge.5. Train to sustain proficiency.6. Train using multi-echelon techniques.7. Train to maintain.8. Make commanders the primary trainers.

Table 5-2. Battalion Task Force

b. Train as you fight. Units should train in peacetime, as they will fight during war. Peacetime training must replicate battlefield conditions. All training is based on this principle. Leaders must ensure that soldiers are trained to cope with complex, stressful, and lethal situations they will encounter in combat. They do this by –

(1) Demanding high standards, but initially accepting less than desired results. They sequentially increase the level of difficulty of conditions to attain the Army standard on tasks.

Battalion Task Force

Maneuver CompaniesFire Support Officer (FSO)Air Liaison Officer (ALO)Engineer PlatoonAir Defense Artillery (ADA) PlatoonGround Surveillance Radar (GSR) SectionMaintenance Support Team (MST)Battalion Headquarters and Headquarters Company

- Scout Platoon - Medical Arts Platoon- Mortar Platoon - Maintenance Platoon- Signal Platoon - Support Platoon

Other units associated with the battalion’s wartime organization:

Company Team

Maneuver PlatoonsFire Support Team (FIST)Engineer SquadAir Defense Artillery TeamAntitank PlatoonMaintenance TeamMedical Aid and Evacuation Team


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(2) Training soldiers, leaders, and units in a near wartime environment, not in the classroom. Leaders make training conditions as realistic as possible.

(3) Ensuring all training is tactically oriented. This includes CS and CSS.

(4) Ensuring that opposing forces (OPFOR) use appropriate threat doctrine, tactics, and equipment.

(5) Integrating realistic conditions into training, such as –

(a) Loss of key leaders.

(b) Smoke.

(c) Casualty evacuation.

(d) Noise.

(e) Simulated nuclear, biological, chemical (NBC) situations.

(f) Battlefield debris.

(g) Limited visibility (night).

(h) Loss or jamming of communications.

c. Leaders must ensure realistic training is safe. Safety awareness protects combat power. Historically, more casualties occur in combat due to accidents than from enemy action. Ensuring that realistic training is safe instills the awareness that will save lives in combat. Conducting realistic training is challenging business. The goal of the chain of command is not training first nor safety first, but training safely. The commander is the safety officer. He is ultimately responsible for unit safety; however, every soldier is responsible for safe training. This includes leaders throughout the chain of command, not just range of safety officers and NCOs, observer-controllers (OCs), and installation safety officers.

d. Use Appropriate Doctrine. Training must conform to Army doctrine. Doctrinal manuals provide leaders correct procedures and principles in order to conduct training properly. When units are cross attached, these manuals provide common doctrine and standard operational methods to permit rapid adjustment on the battlefield. Leaders and soldiers must understand standardized doctrinal principles found in applicable –

(1) Field manuals (FMs).

(2) Training circulars (TCs)

(3) Mission training plans (MTPs).


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(4) Drill books.

(5) Soldier’s manuals (SMs).

(6) Army regulations (ARs).

e. When Army standards are not published, leaders must develop standards that are challenging, attainable, and easily evaluated. Because leaders two levels up are responsible for evaluating training, they should approve the developed standards. Soldiers and leaders must understand the standards; for example, each soldier must hit four or five targets in his sector during a squad attack live fire exercise (LFX).

f. Use Performance-oriented Training. Soldiers, leaders, and units must be proficient in the basic skills required to perform their missions under battlefield conditions. This requires hands-on training. For example, all soldiers and leaders should conduct both mounted and dismounted land navigation courses instead of relying only on classroom instruction. Soldiers train better and faster, and to a higher degree of proficiency, when they know the tasks, conditions, and standards. Likewise, training becomes more effective when it is performance-oriented (can the soldier perform to the standard?) rather than procedure-oriented (did the instructor use the right lesson plan?); or time-oriented (did the instructor fill a prescribed time allotment?). Enforcing standards helps leaders identify and correct training deficiencies, giving them a more accurate assessment of combat capabilities. As soldier performance levels increase, conditions under which tasks are performed become more demanding while standards remain constant. Soldiers and leaders must execute the planned training, assess performance, and retrain until Army standards are met under the most difficult wartime conditions. The same standards must be enforced on a task whether it is performed individually or as part of a larger operation. For example, the squad leader enforces individual movement techniques during squad training as well as when executed as part of a company attack exercise. Soldier and leader training must occur continually and be fully integrated into collective training.

g. Train to Challenge. Training that is tough, realistic, and mentally and physically challenging excites and motivates soldiers and leaders. Challenging training –

(1) Builds competence and confidence by developing new skills.

(2) Instills loyalty and dedication.

(3) Inspires excellence by fostering initiative, enthusiasm, and eagerness to learn,

(4) Builds aggressive, well-trained soldiers. Leaders must make all training safe, challenging, and as close to wartime conditions as possible. Routinely operating in NBC and electronic warfare (EW) environments enhance the training challenge. Innovative leaders seize every opportunity to increase training value for soldiers, leaders, and units.


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h. Train to Sustain Proficiency. Once soldiers and units have trained to the standard, they maintain proficiency through sustainment training. Sustainment training –

(1) Trains on tasks that build on skills mastered by the soldier, leader, and unit.

(2) Uses opportunity training to constantly hone proficiency on known tasks. Opportunity training is the conduct of preselected, preplanned critical tasks that require little explanation. It is conducted when proficiency has been reached on the scheduled primary training task and time is available. Unscheduled breaks in exercises or assembly area operations, or while waiting for transportation, provide time for opportunity training. Creative, aggressive leaders use this time to sustain the skills of their soldiers and units. For example, an ADA crew leader may conduct opportunity training on aircraft identification while waiting to have his crew’s Multiple Integrated Laser Engagement System (MILES) redeyed during a field training exercise (FTX). Units naturally fluctuate in proficiency because of many factors, including training frequency, key personnel turnover, new equipment fielding, and resource constraints. Well-trained units’ training programs minimize peaking for selected events or at predetermined times. This is training in a band of excellence.

i. Train Using Multi-echelon Techniques. Multi-echelon training is the simultaneous training of more than one echelon on different tasks. Examples of multi-echelon training are the concurrent conduct of different exercises by subordinate elements in a unit, and the training of different tasks by elements of the same unit. Commanders must maintain a focus on their units’ wartime mission to determine those multi-echelon events required to train the units. Prior to a multi-echelon training event, commanders assess their units’ proficiency to determine the tasks to be trained. Tasks for soldiers and leaders must be identified to support collective training. Leaders set and announce training objectives for subordinate leaders and soldiers participating in the training. If subordinate leaders know what training will occur during a scheduled major training exercise, they can plan prerequisite training and training to overcome particular known weaknesses. While leaders are being trained on leader tasks, they are still responsible to ensure collective and soldier training is done to standard. For example, a battalion commander determines an upcoming battalion FTX will include a deliberate defense. He informs his subordinate leaders of his decision. The battalion staff and subordinate commanders plan to train specific subtasks associated with the deliberate defense. Because of the units’ assessed weaknesses, commanders might also focus on the following:

(1) Alpha Company – preparation of individual fighting positions.

(2) Bravo Company – patrolling procedures.

(3) Charlie Company – emplacement of obstacles.

(4) Delta Company – direct fire synchronization.

(5) The battalion staff and specialty platoons, such as the scout, mortar, and medical platoons, also focus on specific training objectives in support of the deliberate defense. At all levels leaders select specific training objectives for subordinate leaders and soldiers, such as


QM 6320 5-10

individual movement techniques, squad formations, and land navigation. The key for leaders is to know their units’ strengths and weaknesses. They then plan to train, assess, and retrain to correct the performance of those selected for training.

(6) Units should always use a multi-echelon approach to training. It maximizes resources such as time, ammunition, and firing ranges. Multi-echelon training is the most effective way to train and sustain each echelon within the unit.

j. Train to Maintain. The standard for the Army is to train and maintain to the published standards in Technical Manuals –10 and –20. Maintenance is vital to training. Training cannot happen if essential equipment and systems (such as tracks, weapons, wheeled vehicles, or radios) are non-mission capable (NMC). Everyone (leaders, maintenance personnel, and operators) must be trained and involved to improve and sustain the unit’s maintenance posture. In war, soldiers and crews perform preventive maintenance checks and services (PMCS) under combat conditions and without the normal direction and supervision of superiors. This requires maintenance personnel and equipment or vehicle operators who are proficient in their maintenance duties. Leaders must plan training objectives for command maintenance periods and ensure they are executed to standard. They must train the trainer to train soldiers to meet Army maintenance standards. Trainers must instill an understanding of, and the know-how to perform day-to-day maintenance operations. Leaders and soldiers must constantly hone their tactical and maintenance skills to be successful on the battlefield. Training must focus on the total unit maintenance concept with safe procedures emphasized during all maintenance activities. All maintenance must be on the unit-training schedule. It must focus on the total unit, to include:

(1) The soldier and his uniforms.

(2) The soldier’s equipment, such as common table of allowances (CTA) 50, weapons, and protective mask.

(3) Major end items, such as tracked and wheeled vehicles, helicopters, and shop vans.

(4) Scheduled maintenance allows units to “train to maintain”. Drivers training is an important part of the unit’s training program and must be integrated into the overall schedule. Time must also be allotted for maintenance and other logistical personnel (supply, cooks, or mechanics) to maintain their equipment standard.

(5) The training schedule must also include weekly PMCS, equipment services, and command maintenance programs. Soldiers must understand PMCS requirements and how they are executed. Leaders must integrate soldiers into maintenance by maintaining the entire system, not just pieces of it. For example, a Bradley fighting vehicle (BFV) squad would focus on maintaining weapons, radios, basic issue items (BII), NBC equipment, as well as the vehicle.

(6) The commanders, command sergeant major (CSM), and first sergeants (1SGs) instill in soldiers and leaders the importance of keeping equipment in the fight. The commander reviews the unit maintenance proficiency based on readiness standards, completion of scheduled


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equipment services, and identified training weaknesses. During the weekly training meetings, he adjusts the emphasis on the unit’s maintenance training program to correct identified shortcomings.

k. Make the Commanders (Leaders) the Primary Trainers. At all levels, commanders and leaders must be personally involved in training to train the trainer. Brigade commanders train the battalion commander and his staff. Battalion commanders train company commanders with their companies; company commanders train platoon leaders with their platoons; platoon leaders train squad leaders with their squads; and NCOs train sections, squads, teams, crews, and soldiers. For commanders, an important part of training junior leaders is developing them. The CSM, 1SGs, and platoon sergeants (PSGs) must also actively participate in leader training and development.

l. Leader development is the process the Army uses to develop competent, confident leaders. The leader development process is assessment, feedback, additional training and reinforcement, education, training, experience, and selection for advancement. This cycle occurs in a logical sequence; each step builds on past successes. The cycle also progresses sequentially to challenges of greater scope.

m. The commander plays a critical role in the development of the unit’s junior leaders. This, more than anything else he does, impacts on the future of the Army. He must ensure the unit’s leader development program meets the needs of the organization of the junior leaders. To do so, he must take advantage of opportunities for the leader and the unit through –

(1) Unit leader development training, which includes varied assignments and METL-based training.

(2) Institutional training,

(3) Structured self-development training.

n. Unit programs for leader development through operational assignments are focused at battalion and separate company level. These programs must be –

(1) Driven by the METL and the professional development needs of junior leaders.

(2) Based on Army doctrine.

o. Leader development programs must address officers, warrant officers, and NCOs. The program should be published and disseminated throughout the unit. It should include –

(1) A reception and integration phase for incorporating new leaders into the unit.

(2) A basic skills development phase that brings the leader to a minimum acceptable level of proficiency in critical tasks.


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(3) An advanced development and sustainment phase that sustains basic skills, trains the leaders to a higher level of proficiency in critical tasks, and integrates the leader into the unit’s continuing professional development program

11. Institutional Programs. Institutional programs comprise the Army School System’s formal resident training. This formal training is a key part of the unit commander’s leader development program. Commanders take advantage of opportunities to send their leaders to training, which benefits both the unit and the individual leader. Further, commanders remain abreast of selection criteria for competitive institutional training, such as –

a. Noncommissioned Officer Education System (NCOES) Courses.

b. The Warrant Officer Senior Course and the Master Warrant Course.

c. Command and Staff College (CSC).

12. Self-Development Programs. These programs enhance the leader’s overall professional competency. The military qualification standards (MQS) system, the three-level program for officers (precommissioning, company grade, and field grade) provides a common structure to leader development programs. For self-development to be most effective, the commander and his junior leaders must share the responsibility for maintaining and increasing proficiency. The commander determines where his leaders are in their career-long programs of self-development. He then assists them in designing meaningful action plans for their future development. These include recommended professional reading, correspondence courses, and civilian education as time and resources permit.

a. Leader development occurs in the formal school system; it occurs in METL-based training in operational (unit) assignments; and it occurs in the individual leader’s self-development programs. A balanced (officer and NCO) unit program should also incorporate other proven professional development components. Additional programs can include, but are not limited to, the following:

(1) Tactical exercises without troops (TEWTs).

(2) Terrain rides.

(3) Battle analysis seminars.

(4) Computer-assisted simulations.

(5) Certification programs.

(6) Shared experiences and periodic changes of duty programs.

(7) Guest lectures.


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(8) Unit professional associations.

(9) History classes and exhibits.

(10) Professional reading programs.

b. Commanders can adapt these to the unit’s needs, local conditions, traditions, and their own preferences. Each commander’s leader development program will be unique. He develops the unit’s program with the assistance of the CSM or the 1SG. To be most effective, the commander must continually listen to, understand, and mentor junior leaders. He must challenge their depth of knowledge and competence. However structured, the program’s quality and its results depend on how well the commander increases his subordinates’ proficiency and motivates them to seek higher levels of excellence throughout their service to the Army.

13. Selecting Leader and Soldier Tasks. Leader and soldier tasks must be identified at the appropriate level to support the accomplishment of the unit mission essential tasks. The following table identifies leaders that select, review, and approve NCO leader and soldier tasks:

Table 5-3. Leader and Soldier task selection and approval

a. Leader tasks can be found in the appropriate soldier training publication (STP), MQS, MTP, or SM. The following table shows a small sample of leader tasks for the infantry platoon leader and subordinate NCOs from Team A:

Soldier to be Trained Task Selection Review Approve

1SG CSM Co Cdr Bn CdrPSG 1SG Plt Ldr/Co Cdr Bn CdrSqd Ldr PSG Plt Ldr/1SG Co CdrTm Ldr Sqd Ldr PSG/Plt Ldr Co CdrSoldier Tm Ldr Sqd Ldr/PSG Plt Ldr


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Table 5-4. Sample Leader Tasks

b. The company commander used ARTEP 7-8-MTP to identify platoon leader tasks. The 1SG and key NCOs used STP 7-11M14-SM-TG and STP 7-11B14-SM-TG to identify NCO leader tasks. Leaders must be proficient on these and other specified leader tasks before conducting collective training.

c. CS and CSS leaders may have similar documents available. When no published leader tasks exist, they must develop them using doctrinal manuals, other proponent school publications, and common task manuals. For example, STP 10-94B25-SM-TG provides CSS leader tasks for a food service NCO. Some skill level 3 sample tasks from the STP are –

(1) Establish layout of field feeding areas.

(2) Supervise operation and maintenance of mobile kitchen trailer (MKT).

(3) Supervise field kitchen sanitation operations.

(4) Supervise personnel in cleaning and maintenance of field feeding equipment.

(5) Request and turn in subsistence.

Platoon Leader

Occupy assembly areaLead a platoon on a movement to contactOrganize/conduct a platoon defense (day and night)

Platoon Sergeant

Supervise occupation of an assembly areaConduct the maneuver of a platoonPlan for use of supporting fires

Squad Leader

Conduct troop-leading procedures for an operationConduct the maneuver of a squadSelect a fighting position for a Dragon


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d. Leaders must determine which subordinate leader tasks will be incorporated intocollective training.

e. Unit leaders select soldier tasks to support squad and platoon collective tasks using the collective-to-soldier task matrix found in the appropriate ARTEP MTPs. They do this for each skill level within the unit. An example of skill level 1 tasks found in ARTEP 7-8-MTP, which support the task Defend in Team A, as follows in the figure below.

Figure 5-1 Collective-to-soldier task matrix extract


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f. The CSM and key NCOs review and refine the supporting soldier tasks for each skill level in every MOS within the unit. They pay particular attention to low-density MOS tasks. Leader books are a valuable tool to track tasks for which subordinates must be proficient.

g. All leaders and soldiers must perform applicable common tasks and military occupation specialty (MOS)-specific tasks. There are 85 common tasks and 70 MOS-specific tasks in ARTEP 7-8-MTP. This list of 155 tasks will be too large to reasonably sustain because of limited training time and other resource restrictions. Leaders use battle focus to refine the list to mission-related tasks that are essential to the soldier’s duty position. This list of leader and soldier tasks is analyzed to eliminate duplication. For example, the squad leader and team leader in a BFV squad first selected the common tasks they determined as essential for all skill level 1 squad members.

h. The leaders next identified tasks essential to both the soldier’s duty positions and to duty positions for which they are being cross-trained.

i. The integration of soldier, leader, and collective tasks within the METL mutually supports the unit’s wartime mission. The relationship of essential soldier and leader tasks to squad and platoon collective tasks and the company mission essential tasks for Team A is shown on the next page:


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Figure 5-2 Soldier and Leader task relationship

14. Planning Training. Assessment begins the training planning process. Commanders use their subordinates, key staff members, and NCO leaders to assess the training level on mission essential tasks. Commanders rely on subordinate leaders’ feedback to determine their units’ training proficiency level. They analyze all available training evaluations, such as ARTEP external evaluations, combat training centers (CTC) take-home packages, and annual training reports. Commanders use these evaluations, personal observation, and other feedback to identify


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the subtasks for each mission essential task, which requires further training. In-depth assessment contributes to the determining of a strategy to improve training proficiency on specific weaknesses and plan sustainment tracking on demonstrated strengths. Assessment links the evaluation of training executed to the planning of upcoming training.

15. Long-Range Planning. At battalion level, long-range planning starts with unit assessment and is the basis for the long-range training calendar. Resources, such as major training areas, ammunition, and fuel, are allocated and shortfalls are identified. The long-range plansynchronizes supporting units and agencies so that training events can be properly executed.

16. Unit Assessment. Long-range planning is based on unit assessment. This assessment identifies training strengths and weaknesses, allowing the commander to plan training which sustains unit strengths and improves weaknesses.

a. Unit assessment is made by the commander. It is based on his first-hand observations and input from all leaders (officer and NCO). It is the base upon which a training strategy is developed. Unit assessment is –

(1) Developed using evaluations, reports, leader books, or records.

(2) A continuous process; however, formal assessment is normally only conducted at the start of planning phases and after major training events.

(3) Used to set or update unit goals and objectives.

(4) Influenced by future events; for example, personnel turnover, new equipment fielding, or force structure changes.

b. Training strategy is a concept used to attain desired levels of training proficiency on mission essential tasks. The commander’s strategy is based on his assessment of his unit and higher headquarters’ command training guidance (CTG). It determines training events and activities to improve or sustain proficiency on each mission essential task. This training strategy supports unit goals and objectives that provide a common direction for the unit’s training program.

(1) The commander’s training strategy is continuously refined throughout the planning process. Training strategies –

(a) Ensure training is focused on METL and subordinate leader development.

(b) Ensure combined arms is incorporated in all training.

(c) Determine who, what, when, and where to train.

(d) Determine the logical sequence to execute the training.


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(e) Determine types of training exercises to be used. For example, commanders with an inexperienced battle staff plan more map exercises (MAPEXs), fire coordination exercises (FCXs), and command post exercises (CPXs). The command field exercise (CFX) is excellent for training leaders and staffs with complete command, control, communications, and logistical systems.

(f) Determine frequencies for a given task; for example, train Movement to Contact quarterly during FTXs and Set Up the Tactical Operations Center (TOC) once a month.

(g) Coordinate all training events. CS and CSS commanders must consider unlike units and physical dispersion.

(h) Match the available resources to the training requirements.

(i) Result in commander’s training guidance.

(2) These elements of training strategy apply to both Active and Reserve Component units. The RC, in many instances, is required to conduct additional coordination between their wartime and peacetime chains of command. For example, a transportation battalion and an airborne MI company may report through a support group to a U.S. Army Reserve Command (ARCOM) headquarters in peacetime. Yet they are aligned with two different wartime chains of command.

(3) With limited time to train, RC commanders must sequence training of METL tasks throughout the long-range training cycle.

17. Commander’s Guidance. Senior commanders publish long-range planning calendars and CTG to give battalion and subordinate commanders adequate time to properly plan training as in table 5-5.

Table 5-5. Commander Guidance for long range planning calendars.

a. Senior commanders provide resources and protect training from distracters.

ACTION LATEST PUBLICATION DATE FUTURE PLANNING HORIZON

AC Div/Sep Bde/Regt/Sep Gp 8 mo prior to fiscal year start CTG at least 1 year, calendarpublish CTG and long-range at least 2 yearscalendar

Installation/Community publish 7 mo prior to fiscal year start At least 1 yearlong-range calendar

AC Bde/Gp publish CTG and 6 mo prior to fiscal year start CTG at least 1 year, calendar atlong-range calendar least 18 months

AC Bn/Sqdn/Sep Co publish long- 4 mo prior to FY start At least 1 yearrange calendar


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b. Division commanders often provide suggested frequency for training events and other activities. The following table (table 5-6) is an example of an AC division commander’s guidance matrix. It can be used as a tool to conduct long-range planning. RC commanders could develop a similar matrix based on training requirements and higher headquarters requirements.

52D INFANTRY DIVISION (MECH)LEVEL

When/Level Soldier Crew/Squad Section

Platoon Co/Btry/Trp Bn/Sqdn

Daily PT Opportunity Training

PT Safety PT Safety

Weekly SGT’s TimeCTT-2-4 hoursPMCS (Indiv., Equip., Wpns.)

SGT’s TimeUCOFTPMCS (Vehicles, Wpns.)Tech OpsDrills

COMEXPMCS (Vehicles, Systems)

TrainingMeetingCmd MaintCompany RunMAPEX

Training Meeting

Monthly Wpns Tng Miles TngLet TngTSFO

MAPEXFTX/STXDrills

10% Inventory Seminar Weaponeer Tng

Bn Run Pay DayActivityTOC Setup

Quarterly BsepScout SkillTestLeave

Combat Tables(I-IV-A/C)TOW/DragonMortar PC

FCXLCXServiceTAC Tables(G-1)

FTX/STXQTBTEWT

CPX Tng HolidayQTBEDREPrayer Breakfast

Semi-annually

APFTCTT (test)NBC (test)

NBC TM CompetitionAVN GunneryMG Crew QualCombat Tables(V-X) How Sec Eval

ServicesCombat Tables(XI-XII)

CMD InspectionFCXLCX

FTX/STXEAP InspTechnical Asst VisitCFX

Annually EIBEFMB

Competition Services EXEval

EXEvalCALFEX

EXEvalCmd InspectionOrganization Day

Table 5-6. AC Guidance Matrix

c. Weekly NCO training time is included on the example matrix (above). Some training time during the week should be devoted to the small-unit leader (such as a squad leader or a


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vehicle commander) to train his unit. This enhances readiness and cohesion and allows the junior NCO to learn and exercise the Army’s training management system at the lowest level. The key is to train the trainer so that he can train his soldiers. This requires the NCO to identify essential soldier and small-unit and team tasks (drills) that support unit METL and then –

(1) To assess strengths and weaknesses.

(2) To formulate a plan to correct deficiencies and sustain strengths.

(3) To execute the training to standard.

18. Time Management. Commanders organize training time during long-range planning using time management systems. Time management systems are designed to protect training time for subordinate units. Various types of time management systems are used throughout the Army. Some systems consist of three cycles: units involved in prime training, units on alert status, and units providing support. Other systems have two cycles: prime time training and support. The two-cycle system is better suited for the majority of CS and CSS units. Slice units’ time management systems should be aligned with the supported maneuver unit. Regardless of the system, its purpose is to provide uninterrupted training time to subordinate commanders.

a. Taskers from higher headquarters or the installation are managed to protect units in a training cycle. Units being fenced from outside support taskings thus have the time to train collective tasks and to conduct internally directed training exercises. After a period of time, determined by the commander, units that have been fenced from support taskers become the supporting units; units that have been receiving the support taskings are provided uninterrupted time to train.

b. Time management is especially important in the RC. RC commanders use a time management system to ensure the maximum amount of time is devoted to training essential soldier, leader, and collective tasks. The peacetime chain of command must assist subordinate commanders by consolidating scheduled training distracters, such as human immunodeficiency virus (HIV) testing, panographic X-rays, or inspections, during one or two IDT periods during the year. This impacts least on training.

c. One way to implement a time management system during IDT is to schedule activities in two- or four-hour blocks concurrently or sequentially on one day. Each squad or platoon is scheduled during a block to accomplish the requirement. The reminder of the unit is conducting training on mission-oriented tasks. RC commanders should provide higher headquarters preferred annual dates to conduct externally directed administrative requirements to minimize impact upon training.

d. Commanders at all levels can use time management systems. A battalion commander whose unit is in the support period can still provide training time for subordinates. He may direct that during the first week of the support period, Charlie Company will not receive support taskers until Alpha and Bravo Companies have been tasked to the limit of their support capability. During the next week, Bravo Company is the last company to be tasked. The last


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company to be tasked for support normally will have some time when the other companies are handling all taskers. This provides an opportunity to train soldier and small-unit collective tasks although the battalion is in a support cycle. By managing in this manner, the commander has developed and implemented a time management system.

19. Green-Amber-Red Time Management System. There are training opportunities during every period of the time management system. Specific periods lend themselves to certain types of events. The following shows training events conducted during the Green-Amber-Red time management system:

a. Post support – red.

b. Gunnery – green.

c. FTX – green.

d. Holiday half-day – red.

e. Weapons qualification – amber.

f. Combined arms live fire exercise.

g. National training center (NTC) – green.

20. Green Period (Prime-Time Training).

a. Training focus is primarily on soldier, leader, and collective tasks integrated through multi-echelon training.

b. All soldiers attend mission essential training.

c. Period coincides with availability of major resources, such as maneuver training areas (MTAs), local training areas (LTAs), and key training facilities or devices.

d. There is maximum elimination of administrative support requirements that keep soldiers from participating in training, to include limited appointments, leaves, or passes.

21. Amber Period (Mission).

a. Section, squad, crew, leader, and soldier training is emphasized.

b. Time is provided for soldier attendance at education and training courses.

c. Some suborganizations may schedule collective training.

d. Scheduled periodic maintenance services are performed.


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e. Selected leaders and soldiers are diverted to support requirements only after all available soldiers in organizations in the red period are completely committed to support requirements.

f. Unit is available for higher headquarters’ emergency deployment readiness exercise (EDRE).

22. Red Period (Support).

a. Suborganizations take advantage of all training opportunities to conduct soldier, leader, and crew training.

b. Support missions and details, such as burial detail, are accomplished with unit integrity to exercise the chain of command and provide soldier training opportunities for leaders as time permits.

c. Leaves and passes are maximized. When appropriate, block leave may be scheduled.

d. Routine medical, dental, and administrative appointments are coordinated and scheduled with installation support facilities.

e. OCs, evaluators, and OPFOR support training for units in green period.

23. Planning Calendars. Battalion commanders publish their long-range guidance in the form of long-range planning calendars. Although written training guidance is not required, it may be used to emphasize key training events or higher headquarters’ training guidance. Subordinate leaders provide input to the battalion long-range planning calendar.

a. The battalion long-range planning calendar is a graphic depiction of upcoming training. It provides direction and coordinates resource requirements. Supporting and supported units should exchange planning calendars to enhance coordination.

b. The Standard Army Training System (SATS) is designed to assist in formatting and producing planning calendars. The following four steps are suggested for preparing the long-range planning calendar.

(1) Step 1. Post the time management system. Posting the time management system first highlights prime-time training periods available to the unit and support periods. Commanders then focus their resource and exercise planning to take advantage of prime-time training. Holiday periods to include host-nation holidays must be posted.

(2) Step 2 Post required training events on the calendar. These are requirements that are directed by higher headquarters. These events provide excellent training opportunities for the battalion commander and subordinate leaders. They must take full advantage of these events to select training objectives to be accomplished. The dates of these events should be annotated. If exact dates are unknown, block window periods. Examples of required training events are –


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(a) MAPEX, TEWT, CPX, CFX, FCX, and FTX.

(b) CTC training rotations.

(c) External evaluations.

(d) Gunnery periods.

(e) Security reaction force duty.

(f) Reserve Officers’ Training Corps (ROTC).

(g) OPFOR support and training.

(h) RC support (for AC units).

(3) Step 3. Schedule other requirements. Identify other requirements that impact training. Reduce training distracters by properly identifying required events early in the planning process. Some examples are –

(a) Announced inspections, such as technical validation inspections (TVIs), nuclear surety inspections (NSIs), and command inspection program (CIP) inspections.

(b) New equipment fielding to include new equipment training (NET).

(c) Community and installation support events; for example, parades and displays.

(d) Directed administrative requirements (RC), such as panographic X-rays and HIV screening.

(4) Step 4. Schedule unit-controlled exercises and other training. On the basis of his strategy, the commander schedules events that will improve or sustain METL proficiency in conjunction with higher headquarters’ directed-training requirements. For example, the battalion commander could schedule a TEWT, a CPX, an FCX, and STXes prior to a brigade FTX. The long-range planning calendar is staffed with outside agencies that can impact on training. It is coordinated with subordinate and higher commanders, installation commanders, and supporting slice units. This ensures that supporting slice units and activities are prepared to support the battalion’s training plan. Timely coordination will assist in the training integration of the battalion slice.

24. Short-Range Planning. Short-range planning refines the long-range calendar and defines in greater detail the broad guidance on training events and other activities in the long-range planning calendar and CTG. It begins with the commander’s training assessment and results in –

a. Quarterly training guidance (QTG) for AC and yearly training guidance (YTG) for RC.


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b. Quarterly training calendar (QTC) for AC and yearly training calendar (YTC) for RC.

c. Quarterly training briefing (QTB) for AC and yearly training briefing (YTB) for RC.

25. Training Assessment. Short-range planning is based on the long-range unit assessment and on a detailed training assessment of the unit’s current METL proficiency. It focuses on training deficiencies that impact on the unit’s ability to perform its wartime mission. A training mission is –

a. Required for each METL task, platoon, and squad collective task, soldier task, and, at battalion and higher headquarters, each battle task..

b. A snapshot of the unit’s current soldier, leader, and collective task proficiency.

c. A comparison of task proficiency with Army standards.

d. Based on a review of training evaluations; for example, annual training evaluations, CTC take-home packages, and CTC lessons learned.

e. Used to determine QTG or YTG.

(1) The CSM, 1SGs, PSGs, squad leaders, and other key NCOs provide input on section, squad, crew, and soldier proficiency on essential soldier tasks for the commander’s assessment. Likewise, all leaders provide input to the commander’s assessment of leader proficiency. They provide planning recommendations on integrating selected essential leader and soldier tasks into collective mission essential tasks.

(2) NCOs may use a leader book and battle rosters to assess section, squad, crew, and soldier tasks. Battle rosters provide a way to record key systems crew data. Specific information and format for battle rosters depend on the unit’s mission requirements. Battle rosters –

(a) May be maintained formally or informally.

(b) Track key weapon and support systems, such as tanks, attack helicopters, howitzers, radar’s, trucks, and tube-launched, optically tracked, wire-guided (TOW) missiles.

(c) Track crew data; for example, stability, manning levels, and qualification status.

(d) Designate qualified back-up crew members.

(e) Identify soldiers to enable them to train as a designated crew

(3) The commander’s assessment of training proficiency on METL tasks is rated as either “T” (trained), “P” (needs practices), or “U” (untrained):


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(a) “T” (trained) means that the unit can successfully perform the task to standard. Only sustainment training is needed. The leader judges task performance to be free of significant shortcomings. Practice on “T” tasks is designed to keep soldiers from losing proficiency.

(b) “P” (needs practice) means that the unit can perform the task with some shortcomings. The shortcomings are not severe enough to require complete retraining. Only refresher training is required.

(c) “U” (untrained) means that the unit cannot perform the task to standard. The leader prepares a comprehensive strategy to train all supporting tasks not executed to standard.

(4) Training must be tough, realistic, and safe. Commanders must consider the following points as they integrate risk assessment into their training:

(a) Accept no unnecessary risks.

(b) Make risk decisions at the proper level.

(c) Accept risks if mission benefits outweigh the costs.

(5) It is important to remember that the commander is the safety officer, but all soldiers and leaders are responsible for safe training. All leaders must –

(a) Identify the risks using METT-T factors.

(b) Assess possible loss, cost, and probability.

(c) Make decisions and develop controls to reduce risks.

(d) Implement controls by integrating them into plans, orders, SOPs, training performance standards, and rehearsals.

(e) Supervise and enforce at all times safety controls and standards.

26. Commander’s Guidance. Commander’s guidance is his written expression of training strategy that conveys the battalion commander’s training objectives and priorities and highlights training events. The commander’s training strategy provides the detail from which training schedules can be developed. It also lays out the sequence of training to be accomplished and includes the who, what, when, and where to train. Commanders at separate company level and above publish the QTG and YTG to allow sufficient time for subordinate commanders to conduct near-term planning. Subordinate leaders provide planning recommendations for inclusion in the commander’s written guidance.

a. Topics normally addressed in the QTG and YTG are –

(1) Commander’s training assessment of METL proficiency.


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(2) Training priorities based on assessment.

(3) Integration of slice training (Train as you fight).

(4) Impact of time management systems on scheduled training.

(5) Integration of soldier, leader, and collective training (multi-echelon training).

(6) Allocation of resources.

(7) Impact of new equipment and NET.

(8) Evaluations, inspections, and feedback.

(9) Integration of maintenance training (Train to maintain).

(10) Trainer preparation time (pre-execution checks to ensure safe and realistic training) (Train the trainer).

(11) Designation of units which will portray the OPFOR during planned exercises.

b. RC commanders may publish YTG in the form of a training circular or a memorandum. When different type subordinate units are involved, YTG may focus on mandatory requirements; for example, IDT dates, AT dates, weapons qualification, HIV testing, or records review.

c. The battalion commander allocates training time by matching METL tasks with programmed events. For example, the TF commander plans a TF TEWT and company team MAPEX to take full advantage of the scheduled brigade CPX prior to the TF FTX.

d. This planning process provides a structure for improving and sustaining proficiency on mission essential soldier, leader, and collective tasks. Leaders must emphasize sustainment after the task has been performed to standard. They must allocate sufficient time to retrain and repeat critical tasks often enough to sustain proficiency.

27. Multi-Echelon Training. Commanders provide guidance on the use of multi-echelon training to plan and refine training events. Multi-echelon training maximizes training opportunities at the decisive time and place. Multi-echelon training must occur during all collective training. Specific tasks for soldiers and leaders must be planned and evaluated at each echelon. The battalion commander determines which tasks the battalion will train based on his assessment of proficiency. Each subordinate leader conducts a similar assessment and determines soldier, leader, and collective tasks to be trained. Generally, tasks selected for training by subordinate leaders support the training objectives of the commander directing the event.


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a. Lane training is an excellent way to execute multi-echelon training using external support and evaluation. It enables a unit to train repetitively to standard with a tough, competent OPFOR employing appropriate MILES and OCs. However, lane training is resource-intensive, to include ammunition; pyrotechnics; OPFOR; training areas; training aids, devices, simulations, and simulators (TADSS); MILES-related equipment, support unit assets, and evaluators.

b. Regardless of the echelon, which directs a training event, all subordinate leaders must view it as a training opportunity. Commanders must determine which METL tasks they can train within the conduct of the higher unit’s training events. The following is a sample of a multi-echelon event (see next page):


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Table 5-7. Sample signal battalion multiechelon exercise.


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28. Planning Calendars. Short-range planning calendars are published along with the QTG and YTG, graphically depicting the schedule of events. Calendars should be posted where soldiers can see them.

29. Quarterly And Yearly Training Briefing. AC commanders brief the QTB to the commanders two levels above. Battalion commanders brief the division commander and company commanders brief the brigade commander. Battalion commanders in separate brigades and regiments present the QTB to corps major subordinate commanders. The YTB for RC units is normally presented to the next higher peacetime commander. Separate RC battalion commanders and company commanders may also brief the next higher wartime commander. Some RC units may not be able to conduct in-person briefings. In those cases, commanders must use other means such as messages or mail.

a. The briefings are designed to discuss past, present, and future training expectations. They result in a training contract or agreement between the senior and subordinate commander. This contract or agreement consists of two parts. First, upon his approval of the subordinate’s plan, the senior commander agrees to provide resources and protect the subordinate unit from unprogrammed training distracters. Second, the subordinate commander agrees to execute the approved training to standard.

b. The QTB is conducted prior to the lock-in window (ideally about six weeks before execution of next quarter’s training in AC units) after drafting the QTG and QTC. The YTB is conducted prior to the start of the fiscal year in RC units, following drafting of the YTG and YTC. After approval by the next-higher commander, the training guidance and calendar are published. The following topics as a minimum should be briefed:

(1) Unit’s METL assignment.

(2) Training assessment (to include assessment of slice elements).

(3) Training briefed, but not conducted, from last QTB or YTB.

(4) Commander’s strategy to train METL tasks.

(5) Next quarter’s or year’s training.

(6) Assessment of soldier and leader training.

(7) Linkage of soldier, leader, and collective task training.

(8) Resource management and restrictions.

(9) Long-range training update.

(10) Lessons learned


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c. The CSM and 1SG normally brief after their commander. They provide an analysis of the unit’s soldier training proficiency and discuss the unit’s proposed soldier training and education plans. Special emphasis must be placed on low-density MOSs. Areas of discussion should include:

(1) An assessment of the unit’s battle focused soldier and leader training program.

(2) Soldier training proficiency feedback received during the previous short-range planning period.

(3) A description of METL-derived soldier tasks to be emphasized during the upcoming period (such as marksmanship program).

(4) A description of soldier and collective task linkages.

(5) The unit’s education, Army Physical Fitness Test (APFT), and overweight programs.

d. The senior commander determines the format and content of the briefing; however, the format should be flexible enough to allow subordinate commanders, CSMs, and 1SGs to highlight their strengths, weaknesses, initiatives, and priorities.

e. The division and brigade commanders must ensure that the slice leaders attend the battalion QTB to integrate training plans. Participants could include division staff, DISCOM, FSB commanders, division artillery (DIVARTY), direct support (DS) field artillery commanders, DS intelligence commander, and separate battalion commanders. The battalion commander ensures that the following prepare, attend, and participate in the briefing:

(1) Battalion CSM.

(2) All subordinate company commanders and their 1SGs.

(3) Battalion staff (executive officer, S1, S2, S3, S4, battalion maintenance officer (BMO), signal officer, and chaplain, or their respective NCO counterparts).

(4) Specialty platoon leaders (mortar, scouts, medical, signal, and support).

(5) Slice leaders (engineer, air defense [AD], FSO, MI GSR, and ALO).

(6) Others as deemed appropriate by the commander.

f. The company commander ensures that the 1SG, platoon leaders, and platoon sergeants attend the company training briefing. He also coordinates with battalion to ensure his habitually associated slice leaders attend. This may be difficult for RC units.


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g. The QTB or YTB highlights the senior commander’s leader development program. Subordinate commanders and leaders can then see how their METL and training plans fit into the battle focused training programs of their senior commanders and peers.

h. The briefing creates confidence throughout the command by ensuring that leaders at all levels understand the intent of their senior commanders. Commanders can then make effective, independent training decisions to meet that intent as they execute the approved training plan. This level of mutual understanding can only be developed through close and professional interaction.

i. Battalion and company commanders use the briefing as a training management review process. The briefing helps the unit –

(1) Review training strategy, training events, strengths, and weaknesses.

(2) Discuss previously coordinated training events and associated activities.

(3) Explain how the unit’s training program will help the unit attain the higher commander’s goals and objectives.

(4) Highlight problem areas for discussion.

(5) Clarify command responsibilities for allocating resources (Additionally, senior commanders recommend ways to more efficiently use available resources).

(6) Eliminate training distracters.

(7) The commanders’ contract or agreement locks in resources to enable battalion and subordinate commanders to begin near-term planning.

30. Near-Term Planning. Near-term planning defines specific actions required to execute the short-range plan. It is the final phase of planning prior to the execution of training. In near-term planning, commanders –

a. Conduct training meetings to coordinate and finalize all training events, activities, and resources.

b. Provide specific guidance to trainers and O/Cs.

c. Prepare OPFOR plan and training objectives.

d. Prepare T&EOs.

e. Ensure slice units have been integrated into the unit’s training.

f. Determine time for pre-execution checks.


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g. Prepare detailed training schedules.

Near-term planning covers a six-to-eight-week period prior to the execution of training for AC units, and a four-month period prior to execution of training for RC units.

31. Training Meetings. Training meetings are also held at platoon and squad level. Essential soldier, leader, and collective training needs must be identified and sent up the chain of command. Likewise, information passed out at the company training meeting must reach every soldier through the platoon chain of command. The training schedule provides this detailed information.

a. Training meetings are non-negotiable at battalion and company level. They will be held. Training meetings provide guidance for forming training schedules.

b. The payoff for well-structured, well-organized, and recurring training meetings is training that is exciting and demanding and is directly related to the unit’s mission.

c. The primary focus of training meetings at battalion level is training management issues for the next six weeks. Coordination meetings should be held to resolve resource issues prior to the battalion training meeting. At company level, training meetings focus on the specifics of training to be conducted.

32. Suggested Participants. This section recommends participants for battalion and company training meetings. At battalion level, participants may include –

a. Battalion commander.

b. Command sergeant major.

c. Battalion executive officer.

d. Company commanders and first sergeants.

e. Specialty platoon leaders (medical, support, scouts, mortar and signal as required).

f. Slice leaders (FSO, engineer, AD, GSR, and MST).

g. Operations officer from the FSB or main support battalion (MSB).

h. Battalion staff (S1, S2, S3, and S4).

i. Special staff (chaplain, chemical officer, BMO, and physician’s assistant.

j. Battalion operations sergeant.


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(1) When appropriate, RC commanders may want to include participants from the readiness group and AC partnership unit. When geographical dispersion precludes the company attending battalion training meetings, essential training information must be exchanged. Units should consider mail or other means to exchange critical information.

(2) At company level, participants include the following:

(a) Company commander.

(b) First sergeant.

(c) Executive officer.

(d) Platoon leaders and platoon sergeants.

(e) Supply sergeant.

(f) NBC NCO or specialist.

(g) Motor sergeant (as applicable).

(h) Slice team leaders (medical, FIST, engineer, and others, as applicable).

(i) Other key leaders who are designated by the commander.

33. Suggested Agenda. Training meetings at each echelon review past training. Further, they refine and plan training for the next six weeks. At company training meetings the agenda may be as follows:

a. Past training (briefed by platoon leaders and sergeants), to include –

(1) Assess training conducted since the last meeting (collective and soldier tasks).

(2) Review reasons for training planned, but not conducted.

(3) Determine the current status of training proficiency.

b. Near-term training, to include –

(1) Apply new guidelines from higher commanders, especially new or unscheduled requirements.

(2) Review pre-execution checks for training scheduled for next four to six weeks (next three months for RC).


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(3) Ensure platoon leader and sergeant recommendations are included in training scheduled six to eight weeks out (four months out for RC).

(4) Identify and prepare opportunity training.

(5) Identify key soldier changes and resource needs.

34. Training Schedules. Near-term planning conducted at the training meetings results in detailed training schedules. The training schedule is the unit’s primary management tool to ensure training is conducted on time and by qualified trainers with the necessary resources.

a. Draft training schedules and pre-execution checks must be initiated at least six to eight weeks (four months for RC) prior to the training. This ensures resources are coordinated and external support is requested. For AC, training schedules are published four to six weeks prior to execution; for RC, three months prior. Pre-execution checks and execution of training may be more difficult for the RC than for the AC. Geographical dispersion, remoteness from support installations, and lack of facilities and TADSS demand extra effort to accomplish training. For example, RC units may travel four hours from Kansas City, KS, to Fort Riley, KS, to use qualification ranges. Or trainers may travel two hours from Charleston, SC, to Fort Jackson, SC, to obtain TADSS for a weekend drill.

b. Once the battalion commander approves and the company commander signs the training schedule, it is locked in and constitutes an official order. It can only be changed by the approving authority; for example, for the company, it is normally the battalion commander. Higher headquarters must then protect units from unprogrammed events, activities, and other distracters.

(1) Leaders must ensure daily training is conducted to standard and adheres to the training schedule. CSMs and 1SGs are key to making this happen. Soldiers have a legal responsibility to attend scheduled training.

(2) Commanders establish procedures to minimize changes to the training schedules. Responsibilities of commanders are normally established as follows:

(a) Subordinate leaders recommend the sequence of training and allocation of time, resources, and TTP during the company training meeting. The company commander drafts the training schedule based on this input.

(b) The battalion commander approves the training schedule and the company commander signs it. The battalion commander provides necessary administrative support for publishing.

(c) The brigade commander normally reviews each training schedule published in his command and visits selected training.


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(d) The division commander reviews selected training highlights prepared by the division staff. These provide information on scheduled training that he may decide to visit and assess.

c. SATS provides commanders an excellent standardization format for training schedules. For those units, which do not have SATS, the format should remain the same. Training schedules should specify –

(1) The day and time training starts and ends (The correct amount of time must be allocated for scheduled training and additional training required to correct deficiencies).

(2) Soldiers to be trained (specific enough to ensure each soldier knows where he is to be).

(3) Subject to be trained (soldier, leader, and collective tasks).

(4) Location of training (range, grid location, or MTA).

(5) Trainers, by name (primary and assistant).

(6) Training references (for example, FM 22-5, ARTEP 71-2-MTP, to include chapter and task number, page and paragraph number, if applicable).

(7) Uniform and equipment required.

(8) Comments and remarks concerning uniform, weapons, equipment, references, and safety precautions (Opportunity training topics should also be added).

d. Near-term planning culminates when the unit executes the training planned on the training schedule as shown on the following table (Table 5-8).


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Training Schedule DevelopmentWeek T-6

Based on assessment, identify collective and soldier tasks.

Prepare draft training schedule (platoon leaders, sergeants, squad leaders, and team leaders provide input.

Submit requests for TADSS, training areas, and other requirements.

Request Class I, III, IV, and V

Begin pre-execution checks

Week T-3

Begin rehearsals.

Ensure distracters are under control.

Week T-2

Fight hard to stop changes.

Intensify rehearsals and preparation periods.

Conduct back briefs.

Begin gathering training aids and supplies.

Week T-5

Finalize and approve training objectives (the commander)

Confirm support requests

Identify trainer rehearsal requirements

Resolve and eliminate training distracters

Provide soldier tasks for integration (key NCOs)

Week T-1

Complete pre-execution checks.

Obtain training aids.

Complete rehearsals.

Stop changes to scheduled training.

Brief soldiers on training.

Week T-4

Sign and lock in training schedules; post in company area.

Lock in resources.

Identify and brief trainers and assistant trainers on responsibilities

Week T

Conduct pre-combat checks.

Execute training

Conduct AARs

Table 5-8. Training Schedule Development


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e. Following three figures are sample weekly and monthly training schedules extracted from FM 25-101:

Figure 5-3. Sample AC weekly training schedule.


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Figure 5-4. Sample RC monthly training schedule


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Figure 5-5. Sample RC monthly training schedule.


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35. Preparation for Training. Formal planning for training culminates with the publication of the training schedule. Informal planning and detailed coordination (pre-execution checks) continue until the training is performed. To conduct effective, meaningful training for soldiers, leaders, and units, thorough preparation is essential. Well-prepared trainers, soldiers, and support personnel are ready to participate and their facilities, equipment, and materials are ready to use.

a. Proper preparation gives trainers’ confidence in their ability to train. They must rehearse their preparations and review the tasks and subtasks to be covered during their training. To prepare trainers to conduct performance-oriented training, commanders and leaders must –

(1) Provide training guidance, resources, and references.

(2) Provide preparation time so that the trainer can –

(a) Review references, such as ARTEP 71-2-MTP, soldier’s manuals, FMs, and TMs to understand tasks, conditions, and standards.

(b) Prepare a T&EO.

(c) Gather and prepare training support items, equipment, and supplies such as MILES equipment, other TADSS, and Class III and IX items.

(d) Conduct a reconnaissance of training site.

(e) Prepare soldiers for training.

(3) Schedule rehearsals for the trainer.

(4) Conduct rehearsals to –

(a) Identify weak points in the training plan.

(b) Teach effective training techniques.

(c) Coach the trainer until he feels comfortable.

(d) Ensure all safety and environmental conditions are met.

(e) Ask pertinent questions to determine if the leader is technically and tactically proficient.

(f) Determine how the trainer will evaluate the soldiers’ or unit’s performance at the end of training for compliance with the training objective. Have the trainer demonstrate the evaluation procedure, if appropriate.


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(g) Assess subordinate trainer competencies and provide developmental feedback to them throughout the training preparation and execution process.

(h) Give them confidence in their ability to train.

b. Prepare T&EO to –

(1) Guide soldier, leader, and collective training.

(2) Provide summary information on training objectives (soldier, leader, and unit) which support mission essential tasks.

(3) Provide information on resource requirements.

(4) Provide generic conditions. Leaders must adjust to METT-T.

c. Leaders use MTPs, MQS manuals, soldier’s manuals, drill books, and similar publications to develop the T&EO. Whenever possible, they use the published T&EO.

d. To conduct effective, meaningful training for soldiers, leaders, and units, thorough preparation is essential. Leaders themselves must be able to perform the task before trying to teach others. Proper preparation gives them confidence in their ability to train. After proper planning and preparation are complete, soldiers, leaders, and units are ready to execute training to standard.

36. After Action Review. The AAR is a structured review process that allows training participants to discover for themselves what happened, why it happened, and how it can be done better. AARs –

a. Focus on the training objectives. (Was the mission accomplished)?

b. Emphasize meeting Army standards. (AARs to not determine winners or losers).

c. Encourage soldiers to discover important lessons from the training event. (They are not a critique).

d. Allow a large number of soldiers and leaders (including OPFOR) to participate so that lessons learned can be shared.

(1) The AAR consists of four parts:

(a) Review what was supposed to happen (training plan).

(b) Establish what happened (to include OPFOR point of view).

(c) Determine what was right or wrong with what happened.


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(d) Determine how the task should be done differently next time.

(2) The AAR is often used as a leader development technique to develop leaders throughout the entire chain of command. Leaders may use the AAR for an extended professional discussion with subordinate leaders. At completion of the exercise, a final AAR is conducted. It is a meeting with the evaluators or OCs, OPFOR, and unit leaders to review the training just conducted. Training weaknesses identified during AARs must be included in future planned training.

37. Types Of After Action Reviews. There are basically two types of AARs – formal and informal. Formal AARs require more detailed planning, preparation, and resources. They are normally scheduled and conducted as a part of external and internal evaluations. Informal AARs require less planning and preparation than formal AARs and are often on-the-spot reviews of soldier and collective training performance at crew, squad, or platoon level.

a. Formal AARs. Formal AARs are normally conducted at company level and above. However, when a training event is focused at squad or platoon level, and resources are available, a formal AAR may be conducted to gain maximum training benefit. Externally evaluated lane training, small-unit ARTEPs, and tank BFV gunnery tables are prime examples. Informal crew, squad, and platoon AARs are held prior to company and higher-echelon AARs. The AAR facilitator (evaluator and controller) provides an exercise overview and leads a discussion of events and activities that focuses on the training objectives. The discussion with leaders and soldiers should orient on the use of terrain, integration of key BOS, and leader actions.

b. Informal AARs. Informal AARs are usually conducted for soldier and crew-, squad-, and platoon-level training or when resources are not available to conduct a formal review. They are often held for lower echelons prior to a formal company- or higher-level AAR. Informal AARs may also be conducted at company level. Informal AARs are extremely important since they involve all soldiers and leaders in the participating unit. The formal company AARs for the training event depend on these thorough, informal reviews. Informal AARs are conducted similar to formal AARs and may be done for large or small units. They may be scheduled, or leaders may do on-the-spot reviews during the training. Discussion comments could be recorded to use in follow-on AARs or to apply immediately the lessons learned as the exercise is repeated.

38. AAR Planning, Preparation, and Conduct. Formal and informal AARs follow the same general sequence. Leaders must plan and prepare before they can conduct an effective AAR. The amount of planning and preparation depends on the type of AAR to be conducted and the resources available. The general sequence to use in planning, preparing, and conducting the AAR is as follows:

a. Plan.

(1) Establish objectives for the AAR.

(2) Select qualified observers.


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(3) Review the training and evaluation plan.

(4) Identify the participants.

(5) Plan stop points during the exercises for AARs.

(6) Make potential site selections.

(7) Select training aids.

(8) Draft an AAR plan.

(9) Review the unit’s training objectives and plans.

b. Preparation.

(1) Review the training objectives, orders, and doctrine.

(2) Observe the training.

(3) Organize the selected AAR site.

(4) Collect information from other observers.

(5) Develop a discussion outline.

(6) Organize and rehearse.

c. Conduct.

(1) Restate the unit’s mission and event’s training objectives.

(2) Generate discussions.

(3) Orient on training objectives.

(4) Seek maximum participation.

(5) Continually summarize to emphasize key learning points.

39. Planning. Leaders conducting an AAR must ensure it accomplishes its objectives to promote learning. Through planning, leaders provide the foundation for a successful AAR and create a positive climate for training and evaluating subordinate soldiers, leaders, and units.

a. An example AAR plan is as follows:


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Observer Element Priority Tasks Who Attends When Held Location Special Reqmts

SFC Worthy 1st Squad Task 16- Full Squad 1 hour after Behind OP None Occupy, contact broken Prepare, And Defend a Battle Position

Table 5-9. Exercise AAR Plan

b. At a minimum, the plan should include –

(1) Who will observe the training and conduct the AAR.

(2) What the observers should evaluate (T&EO).

(3) Who is to attend the AAR.

(4) When and where the AAR will be conducted.

(5) What training aids will be used during the AAR.

40. Select Observer-Controllers. Those selected for observer-controllers should not be involved in the training. They should not have other duties, which detract from their observation and evaluation of the training. If this cannot be done, the chain of command should evaluate subordinate elements and conduct the AARs. Squad leaders should evaluate their soldiers’ performances and limit the AAR discussion to their actions. Platoon leaders would do the same for their squads; the company, for their platoons, and so on. Selected observers must be –

a. Able to perform the tasks to be trained.

b. Experienced in the duties they are to evaluate.

c. Knowledgeable in the current doctrine.

(1) If external observers are used, they should be of at least equal rank to the leader of the unit being evaluated. However, if choosing between experience and rank becomes necessary, experience is better. A sergeant who has experience as a TOW section leader can evaluate the section better than a platoon sergeant who has no TOW experience.

(2) Leaders must also plan to train their observers. Each observer conducts the AAR for the element he observes and provides input to the AAR for the next higher echelon. In addition, observers themselves must be observed as they observe soldier or collective training. After observers conduct their AARs, leaders should conduct an AAR for them to improve their techniques and procedures. If possible, observers should accompany and assist an experienced AAR leader and sit in on other AARs whenever possible.


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(3) Observer-controllers must be familiar with the unit’s METL or soldier and collective tasks to know the training objectives and be proficient in the tasks themselves. By knowing up front what the training involves, observers can concentrate on the specific tasks considered to be mission essential and provide critical feedback concerning the unit’s performance.

41. Identify Participants. The commander specifies who must attend each AAR. The AAR leader may recommend additional participants, based on specific observations. They select as many participants, to include the OPFOR leaders, as can reasonably be handled at the AAR site. At each echelon, the AAR will have its own primary set of participants.

a. At crew, squad, and platoon level, everyone should attend and participate. At the company level, this may not be practical. Insufficient space at the AAR site or the ongoing training mission may preclude some unit soldiers from attending. In this case, leaders and key players may be the only participants.

b. The OPFOR can provide valuable feedback on the training based on observations from their perspectives. While the unit’s leaders and evaluators see the training from one point of view, the OPFOR can provide healthy insights on –

(1) OPFOR doctrine and plans.

(2) The unit’s actions.

(3) OPFOR reactions to what the unit did.

42. Plan Stopping Points. An observer cannot see everything each soldier does during an exercise; likewise, for other than a brief exercise, the observer cannot review the entire exercise at one AAR. In planning training, leaders must allow time to conduct AARs as an integrated part of the training. Additional time for an AAR at the end of each essential task or major event is necessary. Stopping points should be planned; for example, after a unit arrives at a new position or after it consolidates on an objective.

AARs should be conducted as soon as possible after the event and before another operation begins. For planning purposes, leaders should allow approximately one hour for platoon-level AARs and one and one-half to two hours for company- and higher-level AARs. The additional time required to conduct the AARs may result in fewer missions or drills. The increased effectiveness of training, however, will more than make up for this loss of training time. With AARs, soldiers receive better feedback on their performance and remember lessons learned much longer.

43. Plan Training Aids. Training aids add to the AR’s effectiveness, but they must be carefully selected and requested well in advance. They must support the training discussion and not distract.


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a. Training aids should be large enough, and positioned, so that everyone can see them. Models of units, vehicles, and personnel make discussions clearer. If models are used, leaders should move them on the terrain board or map as they discuss the unit’s actions.

b. Unit graphic control symbols should be included on the terrain model or on a centrally positioned sketch map. Slides, TV tapes, and other media may also be appropriate. All aids used should be professional and complement the dialogue.

c. Leaders can enhance selection of training aids by using the TASC catalog. To make a preliminary choice, they should ask the following questions:

(1) What points will I need to make during the AAR?

(2) Will the aid illustrate one or more of the points?

(3) Can the actual terrain or equipment be used?

(4) Does the aid have any restrictions or requirements, such as additional generators?

(5) Will the participants be able to see and hear it?

(6) Is the aid really necessary to the discussion?

d. Asking the questions above will help eliminate unnecessary aids and assist leaders in selecting those which will best contribute to the AAR. The final step in the planning of trainingaids is to request them from the TASC or their appropriate sources.

44. Preparation, Select, and Organize Sites for AARs. Planning several potential AAR sites throughout an exercise area can reduce the preparation time. It allows equipment to be prepositioned and the layout to be diagrammed. Prepositioning allows for shorter movement time to the selected site; the diagram permits the setup to begin before the AAR leader arrives. In most cases, the AAR will be conducted at the training site, but this may not always be possible. As leaders plan their training and training sites, they should watch for areas that could be used for the AAR. These sites should be close to the training site with space for the participants to gather in easy sight and hearing range of the AAR leader. The site should be as free as possible from outside distractions during the AAR. An AAR held in the middle of an active maintenance area may distract more than benefit unless that is the activity being reviewed. Leaders should also plan sites that can support any special requirements of the training aids to be used. AAR sites should be quiet, protected places where soldiers can feel relatively comfortable. They should be clean, orderly, and well lit. Coffee, soup, and juice can help create the proper atmosphere, especially after time in the field during night or adverse weather conditions. Ideally, the site should overlook the exercise area. As a minimum, training aids, sand tables, and maps should be available to reinforce the discussion.


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45. Organize the AAR Discussion. Prior to conducting an AAR, leaders need a plan for organizing and rehearsing. To do this, they should develop a discussion outline before the training and further develop it as the training progresses. The AAR leader should put notes and observations from the training in chronological sequence; then he should select the most critical ones and sequence them as they relate to the exercise training objectives. The AAR may be organized as follows:

a. Introduction.

b. Presentation of commander’s and OPFOR’s plan.

c. Summary of recent events.

d. Discussion of key issues.

e. Analysis of key BOS (what happened when the battle was joined).

f. Discussion of training to sustain or improve.

g. Conclusion.

46. Conduct of the AAR. Before starting the AAR, the platoon leader must ensure all participants are present and ready. The soldier who is absent or late may have information critical to reconstructing what happened. The platoon leader must insist that all key players attend, to include OPFOR leaders. The AAR must not start until the leadership accounts for all players.

a. The AAR leader provides the focus for the AAR by briefly restating the specific exercise or training objectives. Next, he has a squad leader summarize the OPORD. This encourages unit participation. Another technique is to have each squad leader restate a portion of the OPORD. From this point on, the AAR leader guides the discussion, keeping the focus on the objectives and in a logical sequence.

b. The most difficult task for an AAR leader is to avoid turning the discussion into a critique or lecture. He can avoid this pitfall by entering the discussion only when necessary. Initially, he should only ask questions – why certain actions were taken, how personnel reacted to situations, and when actions were initiated. He must limit his input to sustaining the AAR, guiding the discussion back to the right track, or bringing out new points.

c. Techniques which will help the AAR leader guide the discussion are as follows:

(1) Ask leading and though-provoking questions that focus on the training objectives. Ask squad leaders what METT-T factors influenced their decisions.


QM 6320 5-49

(2) Have the unit members describe what happened in their own words and from their own point of view. They should be free to discuss not only what took place, but also why it took place.

(3) Relate tactical events to subsequent results.

(4) Explore alternative courses of action that might have been more effective. (How could you have done it better)?

(5) Avoid detailed examination of events not directly related to major training objectives unless the squad leader wants to go into greater detail.

47. Discuss Leader Mistakes. Many times the discussion must focus on leader mistakes. This discussion should be frank, but without embarrassing leaders involved. The positive must be emphasized so that lessons can be learned without destroying confidence or respect. The AAR leader should ask the leader why he chose a particular course of action or what factors of METT-T influenced him; others can learn from a mistake and gain an appreciation for the difficulties involved in leading. Perhaps some key information was missing because a subordinate leader or soldier didn’t think it was important. Unit members must be reminded that in combat they too can become leaders, so they must learn to make decisions.

48. Use Appropriate Training Aids. Training aids can significantly contribute to the AAR discussion if they have been carefully selected. They must not distract from the AAR.

a. For example, a detailed and done-to-scale terrain table showing the terrain where the FTX was conducted would be inappropriate if the AAR site had a view of the actual terrain. Some keys to the successful use of training aids are as follows:

(1) Use the actual terrain whenever possible.

(2) When using terrain models and maps, orient the participants to the key terrain. Use the correct symbols and graphics on maps and overlays.

(3) When using video and voice recordings, ensure all participants can see and hear.

(4) Use charts to emphasize kill ratios or other data that need to be discussed.

b. Following are ways training aids can be used in the discussion of the FTX:

(1) Use actual terrain as a terrain table and require the participants to point out where specific actions occurred.

(2) Use voice recordings of radio nets to reveal unclear FRAGOs issued as well as COMSEC violations.


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(3) Use a chart of artillery missions fired to reveal inadequate smoke usage when disengaging.

49. Summarize the AAR. Once all the key points have been discussed and linked to future training, the AAR leader should leave the immediate area and allow the unit leader and soldiers the opportunity to discuss the events in private. The unit leader will decide when to end the AAR.

a. The AAR process involves several leader functions requiring skill, training, and good judgment. Leaders observe performance, then evaluate the quality of what they see. They decide which of their observations to include in the AAR and what questions to ask. They ask open-ended questions to ensure the discussion causes soldiers to compare their own performance with established Army standards. AARs tend to treat poor performance in great detail and focus on what happened and why. Trainers try not to unduly damage self-esteem or cohesion. To do so would be contrary to the AAR’s goal of improving performance.

b. By the end of the AAR, soldiers must clearly understand what was good, bad, and average about their performances. The art of the after action review process is to get soldiers to accurately grade their own performances. Self-rendered grading will be more meaningful than a judgment issued by the trainer or AAR leader. However, soldiers must know where they stand. Thus, in some cases, the leader may need to clearly dictate (tell the participants) his findings.

50. Summary. During this lesson you have learned that training is the cornerstone of readiness and the basis for credible and capable defense. Training prepares soldiers, leaders, and units to fight and win in war. While senior leaders determine the direction and goals of training, it is the officers and noncommissioned officers at battalion, company, and platoon level who ensure that every training activity is well planned and rigorously executed.


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PRACTICE EXERCISE

The following items will test your grasp of the material covered in this lesson. There is only one correct answer for each item. When you complete the exercise, check your answer with the answer key that follows. If you answer any item incorrectly, study again that part of the lesson that contains the portion involved.

1. Ensuring that unit peacetime training is tactically oriented the same as they fight in a war is a goal of which principle of training?

A. Train to maintainB. Use performance-oriented trainingC. Train as you fightD. Train to sustain

2. Prime time training and support is a two-cycle ________ system.

A. Preventive maintenanceB. Unit leader development trainingC. Self-developmentD. Time management

3. Which of the following is not specified in training schedules?

A. Location of trainingB. Subject to be trainedC. Number of times this training plan has been executed in the pastD. Uniform and equipment required


QM 6320 5-52

PRACTICE EXERCISE

ANSWER KEY


1 C Lesson 5, para 10.b.2 D Lesson 5, para 183 C Lesson 5, para 34.c.


QM 6320 6-1

LESSON 6

GLOBAL POSITIONING SYSTEM

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with information on global positioning systems (GPS).


ACTION: Students will identify NAVSTAR structure and related concepts; and students will install, operate, and perform maintenance on the Precision Lightweight GPS Receiver (PLGR) and navigate to a way point.



REFERENCE: The material contained in this lesson was derived from the following publications: TM 11-5825-291-13 (Operations and Maintenance Manual for Satellite Signals Navigation Sets AN/PSN-11 and AN/PSN-11(V)1).

INTRODUCTION

Soldiers have been required to determine their location and navigate on the battlefield throughout history. That requirement has become more demanding as speed of movement and distances increase. In a desert or jungle environment, determining location and navigation are especially difficult. Personnel must have a working knowledge of the new communication systems used for command and control. The Department of Defense has developed the Navigational Satellite Tracking and Ranging Global Positioning System (NAVSTAR GPS). It has the ability to provide very accurate position, velocity, and time to an unlimited number of users anywhere in the world. You must understand the difference between the configurations so you can assist your commanders in requisitioning the equipment authorized on his or her TDA/TOE.


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1. NAVSTAR GPS and Satellites. The GPS is a satellite-based navigation and timing system. GPS provides position, velocity, time, and navigational data continuously and accurately in all weather. A constellation of satellites orbiting the earth broadcasts precise signals that are received and interpreted by navigation sets.

2. Segments of the GPS include the following:

a. Satellite segment: The satellites are arranged in six rings that orbit the earth twice each day. This arrangement provides worldwide continuous coverage.

b. Ground Control segment: The ground control system tracks the satellites, checks and controls the satellites’ orbits, and updates the satellites’ navigational data message.

c. User segment: The navigational set receives and decodes RF signals from satellites to determine a position fix. An exact three-dimensional fix is determined when using the distance to four satellites. Tracking 3 satellites yields a two-dimensional fix.

3. Characteristics of the GPS are as follows:

a. Elevation limits: The PLGR operates at elevations from –1,312 feet to +29,856 feet mean sea level (msl) (-400 meters to +9100 meters).

b. Temperature limits: Operates at temperatures from –4 to +158 degrees F (-20 to +70 degrees C).

c. Humidity limits: Operates in 0 percent to 100 percent relative humidity.d. Accuracy: Accuracy with CRYPTO is 16 meters and 100 nanoseconds; without

CRYPTO, accuracy will be displayed in a field on the navigational page.e. Battery life: The BA-5800/U battery has a usable life span of 20 hours; and the LS6BA has a usable life span of one year.

4. Features of the GPS include the following:

a. Produces no output signals that can be used by the enemy to reveal your position.

b. Contains built-in test equipment for easy troubleshooting. It automatically tests itself during operation.

c. Runs on internal battery or external power source.

d. Uses CRYPTO to resist jamming.

e. Floats without batteries installed.

f. Compatible with NVGs.

g. Sealed against dust and water to a depth of one meter.


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h. Works with other electronic systems using quick disconnect connectors to allow easy unit replacement

i. Stores up to 999 way points.

5. Accessory equipment is available for the following uses of a GPS:

a. Vehicular mounting

b. External power input

c. battery charging

d. transport

e. external antenna use.

6. Battery Warnings: Lithium batteries can explode. Do not—

a. Short circuit.

b. Recharge.

c. Expose to temperatures above 130 degrees F.

d. Open, crush, puncture, or break.

e. Throw away.

f. Connect in reverse polarity

7. Technical Information.

a. The back of the E-PLGR has four connectors that are used as follows:

(1) J-1 allows loading of CRYPTO keys and SINCGARS time filled data.

(2) J-2 provides access for serial data ports and can be externally reprogrammed.

(3) J-3 allows input for external helmet, remote, or aircraft antenna.

(4) J-4 connects to external AC power, and can also be used for battery charging when using nickel cadmium batteries.

b. The E-PLGR screen and keypad have special functions and keys of interest.


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(1) A field is an area of the display having a specific type of information or indication.

(2) The cursor shows the selected field. The cursor is viewed on the display as a blinking field or a double arrow symbol.

(3) Arrows on the keypad:

(a) Select a field by using the left arrow or right arrow (buttons 4 and 6).

(b) Scroll to another page or field by using the up arrow or down arrow (buttons 2 and 5).

(4) Function fields:

(a) Function fields cause a specific action to be performed when the field is activated. Examples of function fields are ACTIVATE, CLR, SAVE, QUIT.

(b) Press the up arrow or down arrow to cause the selected function field to perform that function. This activates the function field.

(c) Press Mark and Num Lock together to clear PLGR of all programmed information (called "zero-ize").

(5) The keypad operates in two modes:

(a) Control Mode allows access to displays via the menu, wp, pos, nav, and markkeys. Press one of these keys to display the first page associated with that key.

(b) Numeric mode allows direct entry of numeric data using the numbers on the keypad. Press Num Lock to toggle between control mode and numeric mode.

(6) The ON/BRT key turns on the PLGR; this key also adjusts the brightness of the screen backlighting. The PLGR draws more power with the backlighting turned on.

(7) Press the Off key to begin a 30-second shutdown. Press the key a second time to shut down immediately.

c. The E-PLGR has four screens that we will discuss

(1) Screen 1 is a test pattern (showing 4 lines of 16 characters)

(a) Screen 2 shows


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(b) copyright notice and date

(c) software and hardware versions

(d) nomenclature.

(2) Screen 3 shows the self-test results and the battery status.

(3) Screen 4 shows:

(a) Mode and position error

(b) Grid zone designator and map unit,

(c) 100,000 meter zone identifier and 10 digit grid coordinate, and

(d) Elevation.


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PRACTICE EXERCISE


1. The following is NOT a segment of the GPS:

A. Satellite segmentB. Elevation segmentC. Ground control segmentD. User segment

2. The following is true of a GPS:

A. It is compatible with NVGsB. It produces output signals that reveal your positionC. It cannot run on an external power sourceD. It stores a maximum of 500 way points

3. True or False: Lithium batteries can explode and should not be recharged.

A. TrueB. False


QM 6320 6-7

PRACTICE EXERCISE

ANSWER KEY


1 B LESSON 6, Para 22 A LESSON 6, Para 4.f.3 A LESSON 6, Para 6.b.


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LESSON 7

CURRENT AND FUTURE INITIATIVES

OVERVIEW

LESSON DESCRIPTION:

This lesson is designed to provide soldiers in the Quartermaster Basic Noncommissioned Officer Course (BNCOC) with information current and future on U.S. Army initiatives.


ACTION: Students will identify current and future initiatives, including Force XXI, Split-base Operations, In-transit Visibility (ITV), Modularity, and Velocity Management.



REFERENCE: The material contained in this lesson was derived from the following publications: N/A

INTRODUCTION

The Army's most recent operations--Just Cause, Desert Shield/Storm, Restore Hope--though highly successful, revealed shortcomings in the logistics system. The time needed to respond to orders placed from the theater was excessive. As a result, Army leaders agreed that logistics support needs improving. In the past, the Army has been able to rely on forward deployed forces and pre-positioning of resources. In the future, a smaller percentage of the force structure will be deployed overseas. The difficulty in predicting where the next operation will occur means less reliance on pre-positioning. A greater portion of logistics support will have to come from the Continental United Sates (CONUS).


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1. Introduction to Velocity Management (VM).

a. In the past, the Army has relied on massive inventories. The logistics system inherited from the Cold War amassed "days-of-supply" of various commodities in an effort to buffer the system's long resupply times and highly variable peacetime and contingency performance. The Army's current logistics processes were designed in a period when materiel was relatively cheap and transportation relatively expensive.

b. The costs of acquiring major weapon system components have sharply increased over the past few decades, while the costs of transporting materiel have sharply decreased. As a result, old assumptions no longer apply. We need to reexamine policies that dictate when it is cost-effective to hold rather than move materiel, or when to use premium transportation. For example, in 1990 the Army Materiel Command (AMC) had nearly $60 billion in inventory above the unit level. Yet, with all that inventory, many operational commanders did not have the stocks they needed at the right place and time. Now, tight budgets do not permit the buildup of massive inventories; velocity will have to replace mass.

c. The key to the future logistics system will be responsiveness--the ability to quickly and accurately meet the needs of mission commanders. These commanders, who are the system's ultimate customers, have consistently asked for a logistics system that is reliable, flexible, and responsive. Moreover, the customer recognizes that the solution must be efficient enough to be within budget constraints. Therefore, logisticians need to analyze current processes and design an improved logistics system that will answer customer needs.

d. In their private lives, soldiers have become increasingly accustomed to customer-focused services to meet their needs and those of their families. They order items of clothing or computer software from a catalog and get efficient, rapid, and accurate delivery of these products to their homes. They go to an auto parts store and are either promptly supplied a part or have it ordered for delivery within 24 to 72 hours. Soldiers want to know if the logistics system of the finest fighting force in the world today can offer comparable service at comparable costs. The velocity management (VM) initiatives are intended to meet this reasonable customer expectation.

e. Changing the Army culture to be more receptive to changes in the Army logistics system is a challenging opportunity. The concepts and principles of velocity management must infiltrate Army logistics systems from the top down. TRADOC schools must educate and train Army logisticians about VM and the value of change in the Army. They are responsible for imparting the managerial and technical expertise required improving the performance of the logistics system and fostering a cultural attitude that values innovation and seeks continuous improvement.

f. Everyone must realize that this is not "business as usual" or "doing more with less." If the Army logistics system continues to do business in the same way, it will continue to get the same results. The Army logistics community must embrace change that improves the responsiveness and efficiency of the Army logistics system. Managers and supervisors at all levels must lead this change.


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g. A significant problem facing us is that the extended logistics processes (e.g., order, ship, and repair) are not "owned" by a single Army manager.

2. The Velocity Group (VG).

a. A team of cross-functional technical experts can develop practical dramatic change proposals to implement VM system wide. The VG is a coalition of senior level logisticians implementing VM. The VG will develop the specifics of what and where, and technical issues of how to change logistics for supporting agencies (e.g., Standard Army Management Information System (STAMIS) software upgrades, functional coordination requirements, changes to policy and/or regulation).

b. The VG will also provide the leadership needed to implement process team recommendations from the top down. However, these technical initiatives are only enablers for change. The managers and technicians responsible for segments of the total system will ultimately implement these system wide process changes along with the equally important changes identified at the local level.

c. When we address changing Army practices, we must consider what impact these changes might have on the environment. Anything that is identified as a potential environmental risk or hazard should have a detailed analysis conducted.

3. Defining the VM Process.

a. The critical first step in implementing velocity management is to clearly define the process you want to improve. Identify the inputs to the process, including materiel, information, money, time, personnel, and others. For example, for a prescribed load list (PLL) clerk to process a requisition into the Unit Level Logistics System (ULLS) system, a mechanic provides specific forms, signatures, worksheets, etc. Identify the outputs from the process similarly. For each input, identify its providers. For each output, identify its customers. The identity of providers and customers will be important in later steps of the implementation. You will need to work with providers to improve inputs and with customers to establish output improvement goals (e.g., quality measures).

b. A key goal for improving the Army logistics system is to provide better support to the customer. The ultimate customers of the system are the mission commanders and the soldiers in the field. However, the internal customers of each process and segment must be satisfied if the ultimate customers are to be served.

c. As you begin to identify inputs and outputs, providers and customers, the logistics process at hand begins to look more complex than you normally see it. For instance, it may be that the customer of the output is also the provider of some input (e.g., money or information). One of the goals of this step is to track and recognize these relationships. Any of them may be the source of a problem that is hurting the performance of the process as a whole. The process definition step can be difficult to get started and later can grow unmanageable through complex interactions. Diagramming the process of interest can be very helpful in both regards. The


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diagram helps you visualize the process and facilitates shared understanding during group discussions and problem solving. As you share your visual description of the process with other knowledgeable individuals, you should be prepared for their suggested improvements to the diagram. Process diagrams seem to facilitate communication, even with those who do not understand the workings of the improvement process itself. Be prepared to change your model of the process when valid comments are provided. Do not, however, lose sight of your objective. Do not analyze or expand your process beyond the extent necessary to meet your objectives--suboptimization may detract from the system's overall goal or objective.

d. For some processes, especially subprocesses that are not often considered in isolation, it may be useful to state specifically what the function and "additional value" of the process is. In some organizations, processes contain sub-processes that have lost a distinct function or that add little value, even though they may once have been critical. For example, what does the repetitive checking of paperwork add if the causes of the errors are not corrected? When we move to step 4, implement change, it will be important to know what sub-processes contribute relatively little to the desired output of the process as a whole.

4. Measure the VM Process.

a. The second step in implementing Velocity Management is measuring how well the process is being performed. The VG has identified three dimensions of process performance to be measured: time, quality, and cost.

b. Time is probably the most common dimension measured for most processes. The difficulty usually lies in determining the beginning and end points of the process. When does the process officially start? For example, you need to talk with your providers and customers to ensure that there are no gaps where someone has not taken responsibility. When does it officially end? Many current logistics processes are measured on the scale of "days." Now process measurement should be in terms of hours.

c. Quality is more difficult to measure. Unlike time, it must be defined in terms of the specific output. Moreover, the definition of quality is driven by customer needs and value judgments. Do you know what characteristics of your process output are most valued by your customers? When did you last ask your customers how well you were performing? When did you last talk with your providers about the quality of your inputs? The ultimate quality measurement is the amount of combat power the logistics system can deliver to the mission commander.

d. Cost is a difficult measure to derive from today's military accounting systems. Historically, these accounting systems have been structured to track appropriation expenditures rather than traditional cost accounting or activity- based accounting approaches. To evaluate process performance, you are interested in getting at the true comparative cost to the Army. The goal should be to evaluate improvement proposals and track performance over time using comparative costs. The appropriation category of dollars consumed is a relevant decision variable, but you need to understand the total true costs. For example, civil service and military member costs are covered from different appropriations, but in tasks where they are


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interchangeable, they both cost the Army dollars to provide the product or service. The accurate costing of resources is a difficult issue. You should not delay your improvement efforts waiting for perfect or even "comparable" cost data. Proceed with your improvement efforts making use of the best information available to you.

5. Determining Availability and Adequacy of Data. Once a process measure has been defined, the next step is to determine whether adequate data are available to measure it. You will need to identify specific data sources. If more than one data source is needed, you must consider how data from each will be combined and applied to your analysis.

6. Identifying Data Problems and Solutions.

a. In some cases, the measurement data desired will not be available or will be of poor quality. You must identify such problems and develop a solution for each. These solutions can be expected to vary widely in acceptability. In some cases, both short-term and longer-term fixes may be needed; in others you might actually have to create the database for further analysis. Establish some method for measuring the performance of each process -- time, quality, and cost, both in terms of the total process cycle and the individual activity segments. Without the knowledge of such measures, the next step in implementation may lead to unexpected and disappointing results.

b. Establish the current baseline performance of each process early in the implementation. The integrity and accuracy of these data are absolutely critical to the implementation of VM. This provides a basis for two important actions.

(1) The first is to establish performance goals (i.e., where we want to be). Where there is no difference between the goals and the baseline performance, either no improvement is needed or the goals need to be reexamined.

(2) The second is a comparison of baseline performance against performance of the process once changes have been introduced. As time passes, it should be possible to document a trend of continuing improvement through the implementation of VM.

7. Establishing Goals for Improvement.

a. Goal setting requires information from several sources. One source is the customer of your process. Customers, however, may not be the best judges of what they want if they do not have a good understanding of what is possible.

b. Another source of information is benchmarking, i.e., determining what level of performance other organizations, including commercial organizations, are achieving in performing similar or comparable activities. With benchmarking, you focus on organizations that you consider high performers; ones that reflect what is technically feasible. You do not haveto go to the commercial sector for your benchmark; you can use the best performance of another Army organization as your benchmark. For example, you could study a sister unit that consistently gets all its Class IX requisitions off-post in less than six hours.


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c. A process measure often overlooked when establishing performance goals is consistency. Your organization might have a 90 percent success rate with Class IX requisitions. This may even be an acceptable number to the customer and your chain of command, but can you do better? Is 100 percent a realistic goal? What is impeding the other 10 percent?

d. If you determine that current baseline performance does not meet the goals for improvement, proceed to the next step, improving the process. In this case, 100 percent is a feasible goal. Setting goals requires careful analysis of the baseline performance. Remember accuracy and integrity of your baseline performance measurements are critical to the establishment of future performance goals.

8. Improving the Process.

a. Before beginning this step, review the three previous critical steps. First, check that you have clearly defined the process. Second, check that your measurement of the process is as accurate as possible. Third, review your performance goals.

b. Review suggestions given by those involved in the process. The structured process presented here is intended to force you to logically think through your suggestions for change. Functional expertise and creativity are both required developing improvement proposals. Leadership at all levels is required to successfully implement a change proposal.

c. Target your improvement efforts to those areas that will yield the best results. Look for obvious opportunities for improvement that may be achieved easily and quickly. These may be activities that can simply be eliminated (e.g., repetitive approvals) or procedures that can be adjusted with great effect (e.g., synchronizing batching of computer runs or proper sequencing of events).

d. Focus first on the segments with the "largest" potential savings. Significant improvement can be achieved in these large segments. The locations of these lucrative targets are usually exposed during the performance measurement steps.

e. Consider the inputs to the process. If the early segments of the process appear the most problematic, focus on these areas. For instance, a local repair process may run smoothly once broken parts have been identified, but considerable time can be spent determining which parts submitted for repair are not broken.

f. For each segment, develop one or more alternative proposals that you believe will outperform the current design. If the process seems hopelessly complex in its design, or if most segments show problems, consider redesigning the end-to-end process from scratch. Be sure to check with the appropriate Velocity Management Process Improvement Team (VMPIT) or the Army's Change Agents throughout this process so you do not waste effort on designs that have already been discussed and accepted or tested and rejected. Effective process improvement requires communications up, down, and across all echelons.


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g. Once you identify a preferred alternative, you must implement a plan. Leadership becomes critical at this point. Human nature and parochial interests resist change. Automation often reduces the need for personnel. You generate resistance by:

(a) Threatening someone's job.

(b) Making changes without clearly communicating the intent and benefits to all parties.

h. Enlist the entire VM force to help implement the changes. Velocity Management Site Improvement Teams (VMSITs) will be able to implement most of the changes with the support of local leaders. However, where implementation is beyond the ability of a VMSIT, the VMPITs or the Army's Change Agents will step in. Once the change has been implemented, you must measure the process to document and track performance changes. Use the originally identified measurement standard and compare that to the performance baselines established at the beginning of the cycle:

(1) Perform a cost benefit analysis. Because process changes may improve/meet goals but not be cost effective, a cost analysis will reveal a diminishing rate of return.

(2) Examine the process changes for negative results. If the performance has not improved, examine:

(a) The accuracy of the measure (both baseline and new processes).

(b) The measurements used. Are they appropriate, accurate, and measurable?

(c) Your expectations. Was the baseline performance within tolerance to begin with?

(3) Evaluate the total performance.

(a) Was an improvement effected?

(b) Did you attain your goals?

(c) What went right or wrong?

(d) What are the recommended or indicated changes?

(4) Velocity Management is intended to be applied in a continuous cycle. Once the evaluation process is complete, you begin the process again. Performance measurement and evaluation are prerequisites to the next round of continuous process improvement. Organizations that have worked through this improvement cycle a few times have consistently reported dramatic cumulative results.


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9. The Velocity Group.

a. The Army Deputy Chief of Staff for Logistics (DCSLOG) was selected to lead a pilot implementation effort. Members included the DCSLOG; Deputy Commanding General, AMC; Commanding General, CASCOM; AMC, MSC (major subordinate commands) and PEO (Program Executive Office) representatives; and representatives from FORSCOM-G4, USTRANSCOM, and DLA. The VG met for the first time on 20 January 1995, and approved the VM concept.

b. The pilot implementation will potentially impact all the support processes affecting the logistics pipelines. These pipelines extend across command lines as well as functional and branch lines. The specific intent of this implementation is to span those various boundaries as necessary to achieve required results.

c. Many organizations must participate for the Army to implement VM successfully. The coordinated reform of logistics processes managed by these organizations will require the unified support of the senior leaders involved. As a senior-level coalition, the VG will guide and support the implementation of VM, both during the pilot phase and later during full implementation. The VG provides the leadership and vision for change, sets broad goals and guidelines, defines the scope and pace of implementation, and helps waive outdated Army regulations and other official policies. It also coordinates with other DOD players such as USTRANSCOM, DLA, and contractors.

d. The management of change in any organization is one of the most difficult challenges. Each VG participant in the pilot implementation has designated a senior staff member to act as change agent (CA). This individual is the liaison to the VG staff and provides day-to-day leadership and management for the local process changes. He/she has ready and visible access to VG members.

e. The pilot implementation is an undertaking of great importance to the Army. An aggressive management and oversight program will be followed to track progress, identify issues, implement corrective actions, and ensure that all participants are kept informed. The VG is meeting quarterly during the pilot implementation. Their Change Agents (CA) are meeting formally during the intervening months. The pilot implementation is planned to run through the first half of FY 96, but full implementation will begin before the pilot implementation is complete. The need for the benefits of improved logistics performance is too great to wait for sequential implementation. The timing and planning for parallel full implementation efforts will come from the DCSLOG staff based on critical input from the CAs and the VG.

f. The VG will determine the scope and rate of change during the pilot implementation. In general, the intent of this implementation is to achieve dramatic change as quickly as practical. For example, the 1994 edition of the Department of Defense Logistics strategic Plan establishes a number of performance goals. One of those goals is, by 1996, to reduce the time elapsed from the release of a customer’s order until receipt at an installation within CONUS to five days. A second goal is to further reduce that 72-hour delivery by 1998.


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g. Given the context of overall system goals provided by the VG, the functional process managers and technicians are often in the best positions to define specific improvement goals for their own segments of the larger processes. The implementation participants will report regularly to their commanders on their progress in achieving performance improvement goals. For example, the current weighted-average repair time for some valuable components might be 46 days; after analysis the VG might agree to set a new goal of 10 days weighted-average repair time. It then falls to the repair process managers at each echelon to analyze their own segments and propose segment subgoals. As the VG staff aggregates the various subgoals, it will quickly become apparent whether proposed actions are sufficient to achieve the overall goal.

10. Coordinating

a. Support for VM. Leaders at every echelon in an organization implementing VM have a responsibility to support the change process. Support may include temporarily suspending control measures over the ordering process common in many Army units, resourcing reimbursable costs, and releasing certain soldiers or civilians from other duties long enough to perform necessary VM tasks. Change involves some risk. The benefits to the Army deserve the enthusiastic support of everyone involved.

b. Implementing VM throughout the Army requires activities within each organization and system-wide initiatives to proceed at the same time. To achieve dramatic system wide results, an end-to-end process view is required. That is the task of the VMPITs. The VG will appoint VMPITs as necessary to develop improvement proposals and recommend strategies for technical implementation. Also, within each organization the process improvement effort will be led by a VMSIT whose members are appointed by their local commander. The VMSITs will also help implement the system wide improvements developed by the VMPITs.

c. A VMPIT is formed to bridge the functional organizational structure of the Army to deal directly with systemic logistics process problems. The VMPITs span the traditional functional “stovepipes” that can inhibit communications and problem solving. Most complex logistics services involve multiple branches and multiple organizations or commands. In today’s military they usually also involve other services and DOD agencies. The CAs will form VMPITs at the direction of the VG to address specific processes. For example, an Order and Ship VMPIT has already been at work to develop an aggressive change proposal that will put the Army on track to meet the goals established in the DOD Strategic Logistics Plan. The proposals of the VMPIT are reviewed and coordinated by the CAs before approval by the VG. The VG will then direct the implementation of these process changes.

d. Each local commander will appoint a personal change agent who will lead the organization’s VMSIT. VMSITs should be formed as required to address the complexity of that organization. VMSIT members will be responsible for actually finding and making changes in their processes. Someone from every element, involved in an installation’s logistics processes –from the command group to the parts clerks—can be on a VMSIT. The VMSIT assumes leadership for identifying system improvements that will sharply reduce processing times and maintain or add quality to the logistics processes.


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e. Members of a VMSIT will be the champions of change for their units, and will participate in actual improvement implementations they developed, if reporting the progress resulting from those changes

11. Force XXI.

a. The US Army is doing something that no other Army has done before: While reducing its size, it is increasing its ability to fight. It is clear that our Army is on a deliberate course to bring warfare into the information age and change forever the very essence of what conducting war is. The plans being made are awesome, and the vision, when fully understood, is spectacular. This vision is Force XXI.

b. Force XXI is defined as an Army initiative to redesign the force structure -- and related Doctrine, Training, Leader Development, Organization, Material, and Soldiers (DTLOMS) -- for the next century. Changing world events, resource austerity, revisions in our national security and military strategies, lessons from DESERT STORM, RESTORE HOPE, JUST CAUSE, ETC., coupled with technological advances, have all led the Army's leadership to redesign the force.

c. Force XXI is the name service leaders have given to the mammoth project for designing, building, and equipping the Army of the 21st Century. It is the transformed Army in its entirety.

d. The brainchild of General Sullivan, Force XXI is the service's most ambitious overhaul since the early 1940s. It not only encompasses the redesign of tactical units, but of major headquarters, schools, and the procurement system. Force XXI will encompass the planning and redesign of the force at all echelons. Importantly, it will focus on connectivity-how we put the force together when we employ it. If America's Army is to remain the world's preeminent land warfare force, we must review our unit organization and structures to ensure we take full advantage of emerging technology. The Army is transforming itself from an industrial-age force to an information-age force. The Force XXI concept lays the foundation for the 21st century Army - an Army digitized and redesigned to achieve land force dominance in the information age.

12. The Origin of Force XXI.

a. The Army’s total obligation authority is down, dollars are down, and the size of the Army is comparable to that of the late 1930s. Yet, missions are up significantly. Bosnia, Somalia, Rwanda, Haiti, Kuwait, and Korea are premier examples. Civil operations other than war, such as floods, hurricanes, and earthquakes, have also been significant. Simultaneously, the Army is leading the way to unprecedented war-fighting capabilities and readiness.

b. We must redesign the force to better leverage the power of the people that make up the US Army and to better leverage the power of technology. Enhanced capabilities for the force must be more lethal, more deployable and more sustainable.


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c. Force XXI is the focus of the Army’s modernization vision. Force XXI systems will project Army power deeper and provide better survivability and improved accuracy and increase effectiveness.

d. The Army is faced with the challenges of fewer resources, a smaller force, and world wide technology proliferation and can therefore pursue only those new systems that significantly increased capability. New technology will continue offering enhanced operational capabilities as well as operational challenges.

13. Force XXI Primary Goals.

a. The effective employment of precision strike weaponry depends on timely collection, interpretation, and distribution of information. Land force dominance requires enhanced battle command systems, an improved ability to synchronize direct and indirect fires, better and faster access to intelligence data, and improved situational awareness leading to greater force projection.

b. Digitizing information (converting it to zeros and ones) and then manipulating, transferring, and displaying it provides probably the greatest technological leap forward on the battlefield since the introduction of the internal combustion engine.

c. Digitizing is the integration of digital information technologies across the battlefield among combat, combat support, and combat service support systems and units. Such integration of information will allow the war-fighter to maintain a clear, accurate, and relevant picture of the battle space to support both planning and execution.

d. The application of digital technologies can be tailored to the needs of each commander, war-fighter, and supporter, and allow commanders and staff at all echelons to maintain a clear, accurate, and relevant picture of the battle space. A digitized battlefield is the key to a more efficient and effective fighting force in an era of declining service budgets and reduced force structure.

e. In a message to all Army commanders, dated March 8,1994, Army Chief of Staff General Gordon R. Sullivan unveiled the vision and methodology for building the force for the 21st century-Force XXI. By this time the Army had already invested four years in re-engineering many of the major commands (MACOMs), maintained training and readiness rates, and successfully shifted the intellectual and physical posture from the cold war to looking beyond the industrial age.

(1) The goals established for Force XXI by General Sullivan were:

(a) The creation of a digitized brigade by 1996.

(b) The creation of a digitized division by 1997.

(c) The creation of a digitized corps by 2001.


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(2) Specifically, completion of Force XXI goals looked something like this:

(a) Design a Force XXI Division, then develop, activate, experiment with and test a Brigade and the supporting DTLOMS. Activation and testing of this Brigade was currently scheduled for mid FY 96 through Feb of '97.

(b) Develop, activate and test a Force XXI division. This would follow the Brigade test and would last for one year.

(c) Design, develop, activate and test a Force XXI Corps following the division testing. Again, experimentation and testing will last approximately one year.

(d) All Force XXI design and implementation decisions will be made by the year 2000.

f. One common rule of thumb for basic research is that it generally takes from 10 to 20 years to realize results and the first practical applications. Since the late 1970s, the Army has been sponsoring research in support of the technologies to be vertically and horizontally integrated into the formative stages of Force XXI.

g. The basic scientific research sponsored by the Army today will influence the course the Army pursues in the evolutionary development of Force XXI. Research primarily in electronics, physics, mathematics, and computer science, will result in the improved and upgraded "second generation" assets required to assure continued battlefield preeminence as shown in Table 8-1.

Mathematics & Computer Sciences

Physics & Electronics

High Performance Computing High Frequency MicroelectronicsData Compression and Fusion Optical CommunicationsInformation Fusion and Processing Multi-Sensor FusionArtificial Intelligence/Decision Aids

Automated Image Recognition and Compression

Algebraic & Geometric Methods for Terrain Analysis and Displays

Lightweight, Affordable Power Source

Algebraic & Geometric Methods for Information Management

Millimeter Wave Imaging Technology

Automated, Low-cost Software ProductionVirtual Reality

Table 7-1 Projected improvements in Math and Computer Science.

14. Three Areas of Importance.


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a. Communication Networks. Communication networks lie at the very heart of the Force XXI requirements concept and is absolutely essential to the implementation of the digital battlefield. Research challenges include the design of network architectures and adaptive protocols with distributed control for a highly dynamic, mobile Army network providing cellular-like service in the field. Network protocols, which maintain message routing and transmission scheduling when signals are interdicted or communication links drop out. Control must be distributed, not centralized, to avoid the catastrophic network failure that would occur if the enemy could target a central control node. A final example is adaptive antenna technology, which promises to provide lower probability of intercept transmissions, power conservation,wider bandwidth channels, and frequency reuse allowing increased volume and quality of data transmitted.

b. 21st Century Land Warrior. The second area, critical to the future of Force XXI, is the 21st Century Land Warrior concept. While the initial goals for implementing Force XXI will involve the netting of command and control assets with air and ground vehicles, the ultimate goals will involve the inclusion of the individual land warrior as a component of the battlefield network. The weight, size, processing power density, and electrical power requirements for the individual soldier's equipment will be more difficult to achieve than those that can be sustained on vehicles. These power sources must be lightweight, compact man-portable units. No areas are more important than integrating the individual soldier into the Force XXI concept, including advanced sensors, electronics, opto-electronics, advanced software, lightweight displays and mobile power sources. All these will be key factors in enhancing the individual soldier's capability and achieving unit land force dominance. Tomorrow's soldier will go into battle with the most sophisticated tools and weapons the world has ever known.

c. Advanced Distributed Simulation. The third area relates to Advanced Distributed Simulation (ADS). The ADS provides for simulation linking synthetic operational networks to maintain the war-fighter and soldier "in the loop" from conceptual development through fielding. By using ADS, the Army will train exactly as it intends to fight, by bringing the services together to train and execute joint war fighting. This increased attention to interoperability and joint force integration over the full spectrum of war-fighting will result in a role for simulation in terms of developing and sustaining readiness while reducing acquisition cycle time. In addition to its importance in the joint operations and training arenas, ADS will be the key technology in determining and analyzing alternatives for digitizing the battlefield.

15. Modularity.

a. Modularity is a force design methodology, which establishes a means of providing force elements, which are interchangeable, expandable, and “tailorable” to meet the changing needs of the Army.

b. Modularity provides the methodology for the Army to achieve a force structure that will optimize rapid assembly of mission-oriented contingency forces that are effective and efficient. It also provides a means of rapidly identifying, mobilizing, and deploying doctrinally sound, sustainable, and fully mission-capable elements/organizations capable of operating in a joint and


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combined environment. Tailored functions and capabilities required by force projection forces across the range of military operations.

c. How modularity impact threat activity. Since the modularity methodology will be applied to units and organizations employed across the range of military operations, these units and organizations will be exposed to a variety of threat activity. The tailored organization chain of command will be responsible for protection of these units/organizations and will integrate this protection into security plans. Units and organizations' location will be susceptible to threat reconnaissance, surveillance, and target acquisition sources. Units and organizations may be subjected to a full range of combat, from terrorism to chemical, biological and nuclear attacks.

16. Tenets of Modularity.

a. Responsiveness. Modularity will provide functions and capabilities to meet the commanders' requirements with an initial element. It will allow ease of identification and deployment of specific function on short notice. Modularity will permit appropriate force projection. It will provide required functions and capabilities with less strategic lift and with reduced sustainment requirements.

b. Economy. Modularity will meet the requirement early but with a smaller footprint. It will enable the Army to achieve economy of scale by deploying only those functions and capabilities needed for the mission. Only required functions and capabilities will be provided at theappropriate time and place. This is especially crucial when considering the limited airlift capabilities.

c. Effectiveness. Modularity will facilitate adaptive force packaging, which is mission, enemy, troops, terrain and weather, and time available (METT-TC) driven. It will provide a more flexible means for the commander to perform his/her mission. Ultimately, a form of allocation rules/planning factors (based on size or workload) will be identified. However, the overarching rule for existence is the commander's need.

d. Flexibility . Modularity enables support that is expandable, contractible, and able to interconnect diversified functions and capabilities operating in the same area.

e. Selection. Modularity will be applied to selected organizations that meet the mission profile criteria (e.g., required early in deployment). It should be noted that some organizations are already modular in nature and some organizations may not need restructuring.

f. Identifiable. Table of organization and equipment (TOE) documentation must clearly label subelements (e.g., platoon, section, squad, or team) designed for modularity so that rapid identification can be made for the minimum Army force package requirements for deployment and effective mission accomplishment. Further identification of units at modified table of organization and equipment (MTOE) level can be made by unit identification code (UIC) or derivative UIC.


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17. Approaches to Modularity. There are many approaches to modularity. This concept focuses on two major approaches: Functionally Emulative Increments (FEIs), and Modular Designed Elements.

a. Functionally Emulative Increments are constructed with increments, so that each increment reflects the complete essence (functions) of the organization. The increments are interchangeable, expandable (to all or part of the whole), and "tailorable" to meet changes in METT-TC.

(1) Application:

(a) FEIs will be applied primarily to CSS organizations to or at Echelons Above Division (EAD) and Echelons Above Corps (EAC). The projection of forces from CONUS or forward presence locations for contingency operations will challenge sustainment operations FEI's will enable CSS commanders to provide more precise functions and capabilities needed in force projection across the entire range of operations.

(b) FEIs will be applied normally to those specific organizations expected to participate early in deployment and prior to the follow-on deployment of the entire organization (or when required by METT-TC for the duration).

(2) Characteristics:

(a) FEIs will provide a reflection of the organization as a whole.

(b) The whole may never require deployment. Follow-on deployment (expansion) will be METT-TC driven.

(c) FEIs will be able to operate independently. Each increment will emulate the functions of its parent organization (with a lesser amount of capability).

(d) FEIs will be expandable, contractible, and able to connect with other FEIs. FEIs will be capable of merging with other FEIs.

(e) Life support has to be planned for the FEIs if they deploy to an austere area and are separated from the supported unit.

(f) FEIs will be constructed so they may deploy incrementally without loss of effectiveness. Some scenarios may require a minimum amount of capability over a long period (Macedonia), while others may require a buildup to full capability, which fully supports a theater as it matures (Desert Shield).

b. Modular Designed Elements (MDEs) Organizations constructed with discrete elements of specific capabilities. The elements are specific parts/elements of the organization and, when combined, create the functional capability of the unit. Each subordinate element does not mirror the functional capability of the entire unit.


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(1) Application:

(a) Modular designed elements will be applied primarily to selected combat and combat support organizations. They may also be applied to selected CSS organizations. (i.e. direct support (DS) maintenance support teams may be constructed as modular designed elements or as FEIs). Modular designed elements will facilitate effective packaging of Army forces for contingency operations by permitting a better mix of both mission and support organizations based on theater and contingency mission requirements.

(b) Combat organizations are normally designed to accommodate modular design. Capabilities must be extended to the Battalion and Company task force level for EAD and EAC organizations for contingency force projection.

(c) Roles and requirements for CS units can vary widely, from a modular design perspective. Employing these organizations in contingency operations must permit projection of any of the minimum essential requirements, with additional modules and elements provided as required by METT-TC.

(d) Modular designed support operations require logisticians to carefully think, plan, act and evaluate the support provided to an operation. Modular designed CSS capabilities will provide mission essential support to combat, combat support, and combat service support units.

(2) Characteristics:

(a) Modular designed elements will consist of modules and elements of specific capability.

(b) Modular designed elements will permit TOE sub-elements to be detached from a parent unit and assigned to a contingency force for an indefinite period of time.

(c) Modular designed elements may be achieved by splitting an organization into separate elements. For example, a "parent" module or element may remain in a secure location while a force projection module or element deploys independent of the parent.

(d) Modular designed elements may be created as teams to provide augmentation to units requiring special capabilities for specific missions.

(e) Modular designed elements will permit projection of specific modules and elements of capability that meet the minimum needs of a commander in contingency operations, with additional modules and elements provided as events require.

18. Deployment Considerations.


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a. The commander's analysis of METT-TC will determine required functions and capabilities. Modularity will optimize the use of strategic lift. Smaller, autonomous, but fully capable, elements will be able earlier to establish an infrastructure.

b. Life support and equipment maintenance may not be organic in deploying increments and elements; therefore, planners should consider these requirements when preparing plans for deployment.

c. Command and control relationship of organizations must be addressed for deploying increments and elements. Command and control must be established between organizations within the contingency area as well as with the parent organization, which may be separated by significant distances. Both vertical and horizontal command and control must be established.

d. Increments and elements, which deploy early, may be used to support the staging for follow-on forces until the force size requires standard TOE units or additional increments and elements. Deployment of modular structure must not render the parent unit incapable of providing proportional mission capability for other operations. Required equipment will be provided for deploying increments and elements as well as for the parent command. Automation and communications support must continue without interruption for both non-deploying and deploying increments and elements.

e. Doctrinal mobility must be maintained for increments and elements during force projection operations. Modularity will require increased levels of mobility to move from one location to another as the task and missions change.

19. Training and Leader Development.

a. Training. There may be a minimal impact on initial entry training for enlisted, warrant and officer personnel. Initial entry training should reflect what role soldiers may play in this environment how soldiers may deploy, and what performance is expected of them. Unit training should emphasize the requirement for the separate elements to be prepared to routinely support a wide range of requirements. This may be especially true during the initial stages of deployment. Advanced Level Noncommissioned Officer Course (ANCOC), warrant officer (WO), officer basic, and advanced courses may require updating. Civilians providing staffing/plans and operations support for modularity may require training consistent with those of company grade and field grade officers.

b. Leader Development. Modularity may require leaders to completely view the battle space, identify problems and opportunities, and balance competing demands for resources to support mission-essential requirements. Leadership training should emphasize the point that detached elements should fully support and respond to the tailored organization's chain of command. Since future operations may most likely be in joint and combined environments, Army leaders at all echelons should understand joint terminology, publications, regulations, communications, and automation. Leaders have to be better prepared, more informed, and more flexible. Implementing the modularity concept may result in increased responsibilities for existing leaders, to include warrant officers and enlisted personnel, and may result in a


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requirement for additional leaders. This requirement stems from the need to provide command and control for independently operating increments/elements and to provide the required technical expertise and experience. To effect positive command and control, leaders may be needed for increments/elements deploying early, as well as for those increments/elements staying behind permanently and/or for those deploying later. Army leaders at all echelons should understand joint terminology, publications, regulations, communications, and automation. Leaders have to be better prepared, more informed, and more flexible. Responsibilities may increase for existing leaders, to include warrant officers and enlisted personnel, and may result in a requirement for additional leaders. Modularity will require redundancy of functions/capabilities and, therefore, may require an increase in personnel strength for selected organizations. It may also result in increase in grade structure to meet requirements for technical expertise and experience.

20. Total Asset Visibility (TAV).

a. TAV is one of several initiatives created by the Logistics Integration Agency (SLA) in response to the Defense Management Review Study of 1988. The design and development process was assigned to the Logistics Support Activity (LOGSA) and began in December 1989. Since 1990, the Army has successfully developed a Corporate Information Management funded TAV capability that provides life cycle visibility of Army assets. The focus was to provide a single, authoritative source of asset information in support of managers/decision makers at various echelons. TAV is an enabling capability that uses radio frequency/automatic identification technology (RF/AIT) designed to provide the logistics customer with maximum visibility and real-time status on the movement of all classes of supply. It defines, locates, and tracks the movement of all classes of supply from source of supply (SOS) to user. By using RF data storage tags and various communication technologies, this is a global inter-service system. It tracks items by transportation control number (TCN), national stock number (NSN), department of defense identification codes (DODIC), or requisition number as well as container, train, truck, ship, or aircraft number. Smaller shipments (pallets, multi-packs) will also employ digital shipping cards. The purpose and intent of TAV and ITV are visibility not accountability of supplies within the transportation distribution and/or delivery system. Movement and stockage level of ammunition (Class V) cannot be accessed through TAV channels. Emplacement of ITV will provide TAV the mission towards in transit visibility of ammunition only. It is currently being written to interface with most current CSS Standard Army Management Information Systems (STAMIS).

b. TAV is defined as the capability for both logistics and operational managers to obtain and act on information on the location, quantity, condition, movement, and status of DOD assets. TAV includes all levels and all secondary items, both consumable and repairable. In addition you need to know that the TAV capability is the Army initiative that provides visibility on the status, condition, and location of all classes of supply by consolidating a variety of logistical management related data from existing STAMIS, including the Unit Level Logistics System (ULLS), Standard Army Maintenance System (SAMS), Standard Army Ammunition System-Modular (SAAS-MOD), and Standard Army Retail Supply System (SARSS).


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c. In simpler terms, the TAV mission is to provide accurate information to its users on what supplies are in use, where supplies are stored, where supplies should be going, who needs the supplies, how are the supplies going to get to their destination, and when will they arrive.

21. Definitions of STAMIS. Unit Level Logistics System (ULLS)

a. ULLS-Ground: Provides automation of logistics functions at the unit/organization level (motor pool). Some of these functions are supply transactions, document control register, prescribed load list, maintenance management, oil sampling, equipment status reports, demand analysis, and driver qualifications.

b. ULLS - A - Aviation: Provides automation of aviation logistics functions at the unit/organization level. Some of the functions included are supply requests, document control register, prescribed load list, aircraft historical records, time change components, service schedules, oil analysis program, equipment status reports, demand analysis, and flight hour program.

c. ULLS - S-4: Provides near-real-time logistics management and decision support information and automates the battalion S4 unit supply process, e.g., subhand receipts, component lists, basic operational loads, and asset visibility.

22. Standard Army Maintenance System (SAMS) - Level 1.

a. SAMS - 1: Provides a uniform, standard, maintenance management system that is responsive to each level of command. SAMS-1 is used at the intermediate DS and intermediate GS levels of maintenance. It is a production planning and control system, a management information system, and an inventory control system.

b. SAMS - 2: The Army maintenance system that is located at the staff management level (maintenance battalion and MMC) and is used to oversee actual performance of support level maintenance. It provides maintenance evaluation capabilities, inoperative equipment processing, workload management ability, work order cost tracking, and Army wide materiel status reporting, man-hour accounting, and personnel utilization.

c. SAMS Installation/Table of Distribution and Allowance - SAMSI/TDA: An interactive near-real-time maintenance management information system with the capabilities to automatically produce work orders, schedule shop capability, and provide detailed civilian and military labor costs related to specific work orders.

d. SAAS-MOD: The Standard Army Ammunition System - Modular (SAAS-MOD) is an interactive modular ammunition management system used from ammunition transfer points (ATPs) through ammunition supply points (ASPs) and Corps Support Areas (CSAs) to Theater Support Areas (TSAs).

23. Standard Army Retail Supply System - Level 1 (Interim) - SARSS-1.


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a. SARSS: Is a multilevel supply management and stock control system. It provides the corps level asset visibility. It automates time-sensitive supply and storage operations such as receipt, storage, issue (including back-order release), and excess identification. SARSS-1 (O) will be GSU, reserve support activity, NGB State level, and installation storage sites. SARSS-1 processes customer input and receipts on a real time basis. SARSS-2A/2B replaced SAILS at the corps level and SARSS-2A replaced DS4 at the division and separate brigade level. SARSS has also replaced SAILS at the installation level in CONUS.

b. SARSS-2A: Automates time-sensitive supply operations such as referral, routing of transactions, gross obligation control, local purchase, manager control of stock numbers, redistribution, catalog maintenance, excess management, and centralized asset visibility/reporting.

c. SARSS-2B: Automates non-time sensitive supply operations such a catalog, document history, demand history, demand analysis and financial interface.

24. Why Total Asset Visibility (TAV) was established.

a. History shows that poor asset visibility and effective logistics have been hot topics since the days of WWII and Korea, Vietnam, and Desert Shield / Storm. Providing timely, accurate and reliable information describing the status and location of requisitions and materials has always been an issue.

b. As an example, during the Gulf War, 25,000 or 63percent of the 40,000 containers entering the theater were stopped, opened, and set again in motion. This created the biggest backlog in the flow of logistics. The cost in man-hours was overwhelming but it is not the worst part of the story. Units who failed to receive requisitioned parts and equipment within a reasonable period re-ordered the items, thereby filling the distribution pipeline with duplicate and triplicate shipments. Each of these duplicated shipments, too, had associated costs, not only for the item but the work effort required to pick, pack, and ship the materiel.

c. The subsequent retrograde of the materiel and disposal of excess also carried significant costs. Unbelievably, some Defense Logistics Agency (DLA) depots are still, today, sorting and sifting through the returned items in an attempt to determine ownership and disposition. Obviously, something had to be done to remedy this situation and to prevent it from ever happening again.

d. In response to these problems, TAV has become an integral part of the Total Distribution Action Plan. Approved in May 1992, the Total Distribution Action Plan identified many mission-essential capabilities that were lacking in the logistics distribution system. Implementation of this plan has resulted in efforts to improve the quality and accessibility of information concerning assets in the distribution pipeline. As part of the TD Action Plan, TAV has evolved into a capability dedicated to retrieving worldwide asset information from existing and emerging systems.


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25. Components of ITV. This is an introduction to the current components of the ITV system and their function. Since this is a computer based system, it must be stressed that the first law of computing applies here and forever more.

THE LAW: GARBAGE IN = GARBAGE OUT.

The equipment you are about to discuss processes information. If it is fed incomplete or incorrect information it cannot discern the difference. (Start with item 1 on the handout and work through to the last item).

26. Information and Supply Flow.

a. Identify the information: NSN or part number, lot number, requisitions number, TCN, DODIC, quantity, and global positioning system (GPS) location. Identify who inputs it into the system, how visibility is maintained while it is moving, and how the customer is served by the data and the system enhanced.

b. Company A, 1st BN, 1st Armor Division, is deployed to Kuwait for training. A-1, an M1A2 tank just went deadlined for a thermal sight. The unit requests a new one on a high (02) priority request to the FSB. The FSB has already exhausted its stock of sights and forwards the request to the MSB. The MSB is also out of stock so the request is electronically forwarded to the CMMC in COSCOM who forwards it to Bull Army Depot, PA. This process took about 8 minutes and Bull Depot has 9 thermal sights in stock.

c. One is pulled from the shelf and the shipping section puts it on an air force 4631 pallet destined for Kuwait. Before actually placing the sight on the pallet the shipping document is scanned and the document #, nomenclature, LIN, RIC, UI, TCN, NSN, and QTY are written (called burning) to a radio frequency (RF) tag affixed to the pallet. The tag burning process also includes transmitting the detailed tag information to a regional server, which forwards this information to GTN, ATAV, LIV, and JTAV. When the pallet leaves the shipping dock the tag is read by a fixed interrogator that relays the tag’s ID, number, date, and departure time through a communications base station to a regional server via a satellite communications link, LAN, or dedicated phone lines.

d. The pallet is shipped to Dover AFB for air shipment to Kuwait. As it enters Dover AFB the tag’s ID # is again read by a fixed interrogator and this number along with the date and time is relayed to the regional server which passes this information to GTN, ATAV, LIF, and JTAV.

e. Back in Kuwait an irate brigade commander is demanding to know where the parts to fix his primary weapons system are. The FSB class IX manager sits calmly at his computer terminal and queries the LIF, ATAV, JTAV, or regional server. His response for the Bde CDR is back in seconds. The sight has left Dover AFB at 0832 EST on flight MC 19, Dover to Kuwait, and will arrive in Kuwait City International Airport at 2200 local.


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f. The aircraft lands in KC APOD and a fixed interrogator again reads the tags. The pallet is scanned using a hand-held interrogator and the high priority part is removed and placed on a throughput pallet for the 1st AD FSB. The sight request data is removed from the original pallet tag and burned onto a new tag using a fixed or hand-held interrogator. The new tag’s burn data is relayed to a regional server via the communications device at the airport. As the truck leaves the airport the fixed interrogator reads the tag ID # and relays it to the regional server. The truck arrives at the FSB and the tags ID# is read by the FSB’s interrogator. This information is sent to the regional server and the shipment record is closed.

g. This was an example of a single repair part tracked by requisition number. The same system can track ammo by DODIC, whole shipments by TCN, or pre-positioned war reserves by NSN, DODIC, or any other way the reserves are coded and stored. Eventually it will directly interface with STAMIS eliminating the need for stand-alone fusion centers or regional servers.

27. Sub-elements of TAV.

a. The TAV concept was written by the Logistics Integration Agency and consists of two subordinate parts, asset visibility and in-transit visibility. Asset visibility covers resources in inventory, or static to the visibility system, and in-transit visibility, which as the name implies, covers resources in motion throughout the strategic, operational and tactical continuums.

b. The TAV concept has been translated into a computer software system, which can track resources throughout the world. This software supports the Battlefield Distribution requirement to be able to identify, cross level, ship, or redirect assets to provide immediate support to the soldier.

28. Primary Functions of TAV.

a. TAV enables managers to pinpoint assets worldwide and use that information to more efficiently manage existing inventories. Improvements to TAV and its capabilities are a continual process. But the primary function of TAV will always be to provide visibility of materiel in use, in storage, in process and/or in-transit. TAV also provides visibility of materiel by weapon system relationship and currently supports over 3,000 users.

b. By now, it is evident that an enormous amount of data is provided by TAV. Besides providing worldwide asset information, TAV is unique in that its data can be used by logisticians and managers to make timely and accurate decisions concerning inventory management, procurement, requisition status and redistribution at all levels from wholesale to retail.

29. TAV and other Standard Army Information Systems.

a. TAV is an assimilator of data; when a user submits a query to TAV it assimilates data from as many as 42 databases, as necessary, to provide the user with a correct and complete response. The TAV capability captures data from a variety of Standard Army Management Information Systems (STAMIS) including ULLS, SAMS, SAAS-MOD, and SARSS. TAV is not a stand-alone system.


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b. TAV provides access to a wide range of logistics data sources for a wide range of uses. The design of total asset visibility concentrates on data accumulation and access in order to support logisticians. As a capability, TAV provides access to information, which supports decision-making across the Army and is capable of assisting decision-makers on future issues arising in a changing world. TAV is a technical capability that accesses existing data in current STAMIS. Data from these existing STAMIS are organized in views that support strategic decision-making. The design is "open" in nature and accommodates changing and additional STAMIS source data, as they become available. TAV is updated from a number of sources including ITV. Current STAMIS will interface via datalink (phone-modem) or disk change.

c. Two additional forces are influencing the future structure of the entire automated logistics system.

(1) The Global Combat Support System - Army (GCSS-Army) (formerly known as the Integrated Combat Service Support System ICS3) is a project that will eventually consolidate all current CSS systems into one seamless system that will include ITV as an integral part of hardware and software. Fielding of the Global Combat Support System - Army will begin on or about 2001.

(2) The interim solution is to integrate ITV capability into our current STAMIS as their hardware and software are upgraded on a routine basis.

30. TAV and supporting technologies.

a. A family of technologies known as AIT supports TAV. These technologies are used to automate source data entry AIT is the initial source of data to support TAV. AIT stores, transmits, and retrieves volumes of data in response to the Army's inventory. AIT uses a number of technologies. AIT includes bar coding, voice recognition, radio frequency identification, integrated circuit cards, memory cards, magnetic strip, optical character recognition laser cards, and machine vision.

b. The prototype system will be used at each direct support unit to enhance receipt operations; this system will allow the receiving unit to perform bulk/batch operations.

c. In order to build confidence in the supply system and execute the power projection strategy - two questions must be answered. What's in the box and where is the box? Automatic identification technology allows us to answer these questions. Linking information systems and bar coding, AIT captures and transacts the data necessary to feed TAV. AIT also allows a soldier to perform his/her job with limited access to communications or automation. In the austere theater of operations environment, where communications are not assured, we cannot afford to stop the flow of materiel to obtain data. A merging of AIT technologies has ensured achievement of TAV's goals. After experimenting with several automatic identification technologies, it has been determined that radio frequency technology best meets the needs with its read/write omni-directional capability. Numerous demonstrations have repeatedly shown that this technology has


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the capability to provide asset visibility information whether the supplies are in port, staging area, cargo transfer point, or ammunition storage point.

31. Benefits of TAV.

a. Benefits include a reduction in inventories and procurement, increased readiness levels, and overall improved management of assets Army wide. TAV gives complete visibility of all Army assets by weapon system, organization, location, quantity and condition. TAV is needed to: better manage existing inventories, redistribute in-storage assets, divert in-transit assets, avoid unnecessary procurements, support contingencies, and save money.

b. ITV does NOT replace any current doctrine system or policy. Its primary effect on the current and future logistics system will be to streamline the logistics support provided to soldiers in the field and to integrate the transportation system into a seamless logistics system.

c. Logistics planners with 10 percent visibility will be able to support the combat commander's planning and execution with timely proactive logistics. This will free commanders and their staffs to focus more effort on the mission and caring for soldiers.

d. Fielded as a component of the Global Combat Support System - Army (CGSS-Army) (formerly known as ICS3), this system will reduce the need for multiple layers of management at all levels from brigade through EAC by enhancing the information flow to the leaders and planners as far forward as the individual combat battalion.

32. The Purpose of the Corps Material Management Center (CMMC) Split-Base Operations.

a. There is a need to provide on-site materiel management support for a force projection response to a crisis from the force's initial entry into theater through the culmination of operations. The corps materiel management center (CMMC) split-task operations concept will provide this support.

b. Under this concept, modular teams and equipment from the CMMC will be deployed forward at the onset of a crisis to provide materiel management support for the forward deployed units. The rear CMMC will support the forward-deployed units as well as continuing to provide uninterrupted support to the nondeployed units in the corps. The rear CMMC will provide support from its fixed site location, even when the entire corps is deployed.

c. This concept envisions a Corps Materiel Management Center (CMMC) organization that is modular in design with the capability to provide on-site required materiel management support in a force projection environment.

d. The CMMC performs integrated supply management for the corps for all classes of supply (less classified maps, medical supply, and communications security). It also performs maintenance management.


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e. The CMMC in split-base operations will operate in multiple locations to provide support to forces wherever located. The CMMC organization and materiel management capabilities ensure the CMMC will have the organization, equipment, communications, and automation hardware/software to support forces at various locations and during movement. CMMC in split-base operations provides modular materiel management elements to match actual requirements of the supported force. This concept is dependent upon the following: assured communications, appropriate hardware and software, and organizational redesign of CMMC.

33. Features of Split-Base Operations.

a. The CMMC forward elements will project from a fixed-base CMMC rear which will remain in a secure area (usually at installation locations in the continental U.S. (CONUS). This force projection capability enables the CMMC to be deployed from CONUS or forward-deployed elements (i.e., ROK, GER) or between major regional contingency areas (after initial deployment).

b. The bulk of CMMC activities will remain at the fixed-base location, CMMC operations will not be interrupted, and a two-way flow of information will be rapidly established between the modular elements projected forward and the fixed-base CMMC rear.

c. Only the necessary elements of the CMMC (based upon the size of the supported force and projected magnitude of work) will deploy to an area of operations (AO). The CMMC will configure its force-projection CMMC elements to provide the necessary materiel management information required by the AO commander and/or COSCOM commander. The forward element(s) will use assured communications systems to provide a conduit for the electronic transmission of logistics data, to include; message and voice communications traffic between the forward and rear elements. The features of the CMMC split-base operations concept are as follows:

(1) Provides tailored and flexible worldwide logistics support.

(2) CMMC rear remains in fixed based location.

(3) Rear provides continuous support and also has the main database.

(4) Forward elements deploy to area of operations.

(5) One materiel management team from the CMMC deploys with each CSG/Div.

(6) CMMC forward collocates w/COSCOM; CMMC Forward maintains C2 over CMMC.

d. Split-based operations allows us to operate and maintain our hardware in a fixed location while forward elements of the corps materiel management center deploy to an area of operation.


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It gives us a flexible logistics management capability and provides for uninterrupted, continuous support throughout any deployment.

34. The Need for Split-Base Operations.

a. The focus of the U S Army is changing from a forward deployed force to one of force projection; a change necessitated by the end of the cold war and newly emerging world political-economic alliances. The existing CMMC as described in FM 54-23, (Materiel Management Center, COSCOM), does not support force projection. It is not designed to operate in multiple locations; it is designed around a single hardware configuration. The CMMC under split operations is envisioned as being compatible with the task force organization necessary for field combat, combat support and combat service support (CSS) units needed for future force projection operations.

b. Decreases in forward-deployed Army forces necessitate an Army that is prepared to deploy forces anywhere in the world on short notice to operational areas together with logistical support. During Operation Desert Shield/Storm the CMMCs could not provide continuing support during deployment.

c. The doctrine and organizations that emerge will simultaneously support units that are CONUS-based and forward deployed in support of force projection operations. Force projections will range from small task organizations for humanitarian purposes to contingency corps deployed to defeat hostile forces. The possible spectrum of force deployment requires a flexible method of executing the materiel management function.

d. Forces must be prepared to operate throughout the spectrum of conflict and in stability and support operations (SASO).

35. The Benefits of CMMC Split-Base Operations.

a. CMMC split operations supports the force-projection operational concept described in FM 100-5, Operations. It provides materiel management capability during the following operations:

(1) Mobilization and demobilization (if necessary).

(2) Pre-deployment, deployment, and redeployment activities.

(3) Entry and sustainment operations.

(4) Post-conflict or post-crisis operations.

b. CMMC split operations do all of the following:


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(1) Reduce strategic airlift requirements for personnel and equipment by providing just enough force structure with tailored levels of easily transported automated systems, such as laptops supported by satellite linkage to mainframes.

(2) Increase materiel management effectiveness via assured communications and Total Asset Visibility.

(3) Reduce in-theater footprint.

(4) Provide essential materiel management at early stage of entry into theater.

(5) Provide capability tailored to actual requirements.

(6) Provide materiel management capability in multi-locations (rear and forward).

(7) Provide a capability for continuous combat service support in multiple major regional conflicts. By keeping the rear corps element in the US, and deploying the materiel management teams with the corps support groups forward it reduces the total number of aircraft required to deploy a force.

c. In summary, the split-base operations concept reduces the combat service support force structure in theater, thereby reducing strategic airlift requirements. It further provides us with an uninterrupted logistics support system and provides commanders a capability to modify their requirements to meet the needs of the mission.

36. Summary. Changing the Army culture to be more receptive to changes in the Army logistics system is a challenging opportunity. The Army logistics community must embrace change that improves the responsiveness and efficiency of the Army logistic system. Concepts and principles of velocity management must infiltrate from the top to the bottom of the Army logistics system. Most important, managers and supervisors at all levels must lead this change.


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PRACTICE EXERCISE


1. According to Velocity Management, the key to future logistics systems will be:

A. DigitizationB. ResponsivenessC. Land force dominationD. Optical communications

2. Force XXI is the Army’s most ambitious overhaul since ________.

A. the early 1940sB. the mid-1950sC. the late 1960sD. the early 1970s

3. The focus of the U.S. Army is changing from a forward deployed force to one of ________.

A. backward deploymentB. forward projectionC. materiel managementD. force projection


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PRACTICE EXERCISE

ANSWER KEY


1 B LESSON 7, Para 1.c.2 A LESSON 7, Para 11.d.3 D LESSON 7, Para 34 .a.


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