R E S T R I C T E D PHILIPPINE ARMY MANUAL 8-03 TRAINING EXERCISE. Proponent: Office of the AC of S for Education and Training, G8 Issued:

Transcription

1 PHILIPPINE ARMY MANUAL 8-03 TRAINING EXERCISE Proponent: Office of the AC of S for Education and Training, G8 Issued: i

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3 PHILIPPINE ARMY MANUAL 8-03 TRAINING EXERCISE Philippine Army Manual 8-03 (PAM 8-03) dated 21 May 2014 is promulgated on authority of the Commanding General, Philippine Army LTGEN HERNANDO DCA IRIBERRI AFP Commanding General, Philippine Army iii

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5 PREFACE 1. Purpose This manual sets forth the procedures for the Philippine Army to precisely plan, conduct, and sustain its training exercises. 2. Scope and Applicability This manual encompasses fundamental training theories, the determination of both training needs and relevant training exercises, the observance of proper planning procedures, and the appropriate implementation and supervision during the actual conduct of the ascertained training exercise(s). 3. User Information The proponent of this manual is Training Development Center, Training and Doctrine Command, Philippine Army. Readers are encouraged to submit their recommended changes in order to further improve the viability of this manual. Comments should identify the area in which the change is recommended, indicating exactly how a portion should be reworded. Reasons should be provided for each comment in order to allow complete evaluation. Comments may either be forwarded to Training Development Center or Doctrine Center, TRADOC, PA, Camp O Donnell, Capas, Tarlac. 4. References The following references were used in this publication: a) PAM 8-01 (Philippine Army Doctrine Development) b) PAM (Writers & Editors Guide for PAM Preparation) c) PAM 3-0 (Operations Manual) d) US Army FM 25-4 (How to Conduct Training Exercise) e) US Army FM 7-0 (Training the Force) f) US Army FM (Battle Focused Training) g) Commandant s Paper on Proposed Manual of Philippine Army Unit Training by LTC REYNALDO B MAPAGU, LTC JOSE B VIZCARRA, LTC BOBBY C CALLEJA and MAJ IVAN F SAMARITA dtd 19 Oct Rescission All publications, manuals and directives inconsistent with this manual are hereby rescinded. 6. Gender Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively to men. v

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7 CONTENTS Title Page Promulgation Note Preface Contents i iii v vii Section Title Page CHAPTER 1 TRAINING MANAGEMENT, TRAINING FUNDAMENTALS AND TRAINING EXERCISES 1-1 Training Management Training Fundamentals Training Exercises 1-12 CHAPTER 2 EXERCISES PLANNING 2-1 Analysis Selection Consideration Pre-Exercises Plans 2-6 CHAPTER 3 CONDUCT OF TRAINING EXERCISES 3-1 Initial Considerations Map Exercises Tactical Exercises Without Troops Command Post Exercises Field Training Exercises Command Field Exercises Live-Fire Exercises Fire Coordination Joint Training Exercises Combined Training Exercises 3-45 ANNEXES A TRAINING MANAGEMENT IN UNIT A-1 B HIERARCHY OF TRAINING B-1 C SCENARIO EXAMPLE C-1 D COMBAT SUPPORT AND COMBAT SERVICE D-1 SUPPORT IN EXERCISES E OPPOSING FORCES E-1 F EXERCISE CONTROL F-1 G CONTROLLERS, UMPIRES, AND EVALUATORS G-1 H ASSESSMENT AND COMPUTATION TABLES H-1 vii

8 I POST EXERCISE ACTIVITIES I-1 J COMPOSITE RISK MANAGEMENT J-1 K CHECKLIST FOR TRAINING EXERCISES K-1 Glossary Abbreviations viii

9 CHAPTER 1 TRAINING MANAGEMENT, TRAINING FUNDAMENTALS, AND TRAINING EXERCISES Section 1-1 Training Management Commanders are responsible for all organizational training. They evaluate soldier and unit proficiency. They identify the training objectives and provide the necessary training guidance. They ensure that the training is supported with the needed resources and that it is properly planned and conducted. They then conduct and evaluate the training and obtain feedback. Training management is the continuous process commanders use to develop unit training programs. The goal of training management is the best combination of resources, materials, guidance, and time to meet specific training requirements. The training management functions depicted in Figure 1.1 apply equally to training exercises and to all training conducted in a unit. All management functions in the process take place at the same time. Training management and its applications are explained in detail in Annex A. RESOURCE PHASE PLANNING PHASE FEEDBACK TRAINING PHASE EVALUATION PHASE BACKWARD PLANNING Figure 1.1 Training Management in Units. 1. Planning. Planning for training requires input from several sources. Commanders and their planners must know the unit missions, goals, and objectives and the guidance from higher headquarters. They evaluate unit and soldier proficiency and obtain feedback from recent unit training activities. Commanders add their knowledge and experience to this basic information and develop training programs that specifically address unit and soldier training requirements. 2. Resources. Training plans specify training events or activities that require resources and support. To implement those plans, resource actions: 1-1

10 a. Identify. b. Program. c. Coordinate. d. Obtain. e. Provide the training support necessary. Training events and activities identified during the planning phase provide input for the assessment of resources required to conduct effective training. Feedback on how well current and past training was supported with resources is also essential input in preparation of the resource assessment. During long-range planning, commanders and their staffs identify and request resources that require long lead times. During short-range planning, they identify and coordinate resources requiring shorter lead times. In the near-term planning period, they make final arrangements and provide resources to units. 3. Training. Training can be as simple as performance-oriented training on a soldier s manual task. It can also be as complex as a field training exercise (FTX) using friendly forces and opposing forces (OPFORs). The training phase requires guidance with appropriate resources based on longrange, short-range, and near-term plans. Annex A provides directions and examples for the conduct of training. 4. Evaluations. Evaluation is a continuous process. Commanders continually evaluate planning and resource actions to ensure that they meet unit needs and comply with guidance from higher headquarters. Higher headquarters evaluate their own planning and resource actions, as well as those of subordinate units to make sure that they are mutually supporting and focus on the unit mission. Commanders at all echelons evaluate how leaders and soldiers perform. Based upon their evaluations, commanders provide feedback to the chain of command, to the trainers, and to those being trained. Section 1-2 Training Fundamentals 1. Training Imperative. The Philippine Army exists to deter war or, if deterrence fails, to reestablish peace through victory in combat wherever Philippine interests are challenged. To accomplish this, the Philippine Army's forces must be able to accomplish their assigned strategic roles. Moreover, for deterrence to be effective, potential enemies must perceive that the Philippine Army has the capability to mobilize, deploy, fight, and sustain combat operations in unified action with other major services. Training, therefore, is the process that melds human and material resources into these required capabilities. 1-2

11 We train the way we intend to fight because our historical experiences amply show the direct correlation between realistic training and success on the battlefield. The Philippine Army has an obligation to the Filipino people to ensure its soldiers go into battle with the assurance of success and survival. This is an obligation that only rigorous and realistic training, conducted to standard, can fulfill. The highest quality training is, therefore, essential at all levels. 2. The Strategic Environment. In an era of complex national security requirements, the Philippine Army s strategic responsibilities now embrace a wider range of missions that present even greater challenges in our training environment. To train the way we fight, commanders and leaders at all levels must conduct training with respect to a wide variety of operational missions across the full spectrum of operations. These operations may include combined arms, joint, multinational, and interagency considerations, and span and entire breadth of terrain and environmental possibilities. Commanders must strive to set the daily training conditions as closely as possible to those expected for actual operations. 1-3

12 The operational missions of the Army include not only war, but also military operations other than war (MOOTW). Operations may be conducted as major combat operations, a small-scale contingency, or a peacetime military engagement. Offensive and defensive operations normally dominate military operations in war along with some small-scale contingency, or a peacetime military engagement. Stability operations and support operations dominate in MOOTW. Commanders at all echelons may combine different types of operations simultaneously and sequentially to accomplish missions in war and MOOTW. Throughout this document, we will emphasize the primary function of the Army-to fight and win our Country s wars. These missions also require training; future conflict will likely involve a mix of combat and MOOTW, often concurrently. The range of possible missions complicates training. Army forces cannot train for every possible mission; they train for war and prepare for specific missions as time and circumstances permit. The nature of world crisis requires Army level, warfighting will encompass the full spectrum of operations that the Philippine Army may be called upon to execute. Warfighting in units is refined and focused on assigned wartime missions or directed change of missions. Units train to be ready for war based on the requirements of a precise and specific mission; in the process, they develop a foundation of combat skills, which can be refined based on the requirements of the assigned mission. Upon alert, commanders assess and refine from this foundation of skills. In the train, alert deploy process commanders use whatever time the alert cycle provides to continue to refine mission-focused training. Training continues during time available between alert notification and deployment, between deployment and employment, and even during employment as units adapt to the specific battlefield environment and assimilate combat replacements. Resources for training are not unconstrained and compete with other missions and activities. Time is the inelastic resource, there is not enough and it cannot be increased. We cannot do everything; we must forge and sustain trained and ready forces. Training for the warfight, training to maintain near-term readiness is the priority; compliance training and non-mission activities are of lower priority. If training cannot be conducted, readiness reports are the vehicle to inform the Philippine Army s leadership of the risks being assumed. The key to winning on the battlefield is the understanding of how we fight and the demonstrated confidence, competence, and initiative of our soldiers and leaders. Training is the means to achieve the tactical and technical proficiency that soldiers, leaders, and units must have to enable them to accomplish their missions. Training focuses on fighting and winning battles. The proficiency derived from his training is the same required for many MOOTW tasks. The ability to integrate and synchronize all available assets to defeat any enemy tactically gives our Army great credibility and respect that enhances our ability to accomplish all missions to include MOOTW. 1-4

13 Responsibility for success on the future battlefield rests on the shoulders of today s Army leaders at all levels. To ensure this success, all leaders must focus training on warfighting skills, and make that training the priority. 3. How the Army Trains the Army. Training is a team effort and the entire Philippine Army the institutional training base, units, and each individual soldier has a role that contributes to force readiness. The Philippine Army is responsible for resourcing the Army to train. The institutional Army including schools, training centers, and NCO academies, for example, train soldiers and leaders to take their place in units in the Army by teaching the doctrine and tactics, techniques, and procedures (TTP). Units, leaders, and individuals train to standard on their assigned missions, first as an organic unit and then as an integrated component of team. Operational deployments, and major training opportunities such as major training exercises. Combat like training, and external evaluations (EXEVAL) provide rigorous, realistic, and stressful training and operational experience under actual or simulated combat and operational conditions to enhance unit readiness and produce bold, innovative leaders. Simultaneously, individual soldiers, NCOs, and officers are responsible for training themselves through personal self development. Training is a continuous, lifelong endeavor that produces competent, confident, disciplined, and adaptive soldiers and leaders with the warrior ethos in our Army. Commanders have the ultimate responsibility to train soldiers and develop leaders who can adjust to change with confidence and exploit new situations, technology, and developments to their advantage. Effective training produces the force-soldiers, leaders, and units-that can successfully execute any assigned mission. 4. Ten (10) Principles of Training a. Commanders are responsible for training. Commanders are responsible for the training and performance of their soldiers and unit. They are the primary training managers and trainers for their organization, are actively engaged in the training process, and adhere to the ten (10) principles of training. To accomplish their training responsibility, commanders must: 1) Be present at training to maximum extent possible. 2) Base training on mission requirements. 3) Train to applicable Philippine Army standard. 4) Assess current level of proficiency. 5) Provide the required resources. 6) Develop and execute training plans that result in proficient individuals, leaders, and unit. 1-5

14 Commanders delegate authority to NCOs in the support channel as the primary trainers of individuals, crew, and small teams. Commanders hold NCOs responsible for conducting standards-based, performance-oriented, battle-focused training and provide feedback on individual, crew, and team proficiency. b. NCOs train individuals, crews, and small teams. NCOs continue the soldier process of newly assigned enlisted soldiers, and begin their professional development. NCOs are responsible for conducting standards-based, performance oriented, battlefocused training. They: 1) Identify specific individual, crew, and small team tasks that support the unit s collective mission essential tasks. 2) Plan, prepare, rehearse, and execute training. 3) Evaluate training and conduct AARs to provide feedback to the commander on individual, crew, and small team proficiency. individual tasks. Senior NCOs coach junior NCOs to master wide range of c. Train as Combined Arms Team. The Army provides a force commander with trained and ready force that expands the command s range of military options in operations. Commanders tailor and train forces to react quickly to any crisis. Army forces provide a force commander the capability to: 1) Seize areas previously denied by the enemy. 2) Dominate land operations. 3) Provide support to civil authorities. The fundamental basis fro the organization and operation of Philippine Army forces is combined arms. Combined Arms is the integrated application of several arms to achieve an effect on the enemy that is greater than each arm was used against the enemy separately or in sequence. Integration involves arrangement of battlefield actions in time, space, and purpose to produce maximum relative effects of combat power at a decisive place and time. Through forced tailored organizations, commanders and their staffs integrate and synchronize the battlefield operating system (BOS) to achieve combined arms effects and accomplish the mission. Today s doctrine requires teamwork at all echelons. When committed to battle, each unit must be prepared to execute operations without additional training and lengthy adjustment periods. Leaders must 1-6

15 regularly practice and constantly integrate combat arms, combat support, combat service support capabilities on every training scenario. Teams can only achieve combined arms proficiency and cohesiveness when they train together. Similarly, peacetime relationships must mirror wartime task organization to the greatest extent possible. Commanders are responsible for training all war fighting systems. The full integration of the combined arms team is attained through the task organization approach to training management. Task organizing is a temporary grouping of forces designed to accomplish a particular mission. This approach acknowledges that the maneuver commander integrates and synchronizes the BOS. In short, the maneuver commander, assisted by higher echelon leaders, forges the combined arms team. The commander of the task-organized force must develop a training plan that addresses two complementary challenges. The commander s training plan must achieve combined arms proficiency and ensure functional training proficiency of the combat arms, combat support, and combat service support unit of the task force. Combined arms proficiency requires effective integration of BOS functions. Effective integration of BOS results in synchronization. Functional BOS proficiency is fundamental for effective BOS integration. The commander s training plan must integrate combined arms and functional training events. Combined arms training is standard-based however, independent training, functional tasks, and combined arms tasks will not guarantee the desired effects of applying combat power at a decisive place and time. The standard for effective combined arms training requires a sequenced and continuous execution of both functional and combined arms tasks in order to achieve an integrated relative combat power at a decisive place and time. The role of both commander and NCOs in combined arms training cannot be overemphasized. Commanders have training responsibilities that encompasses both BOS functional task proficiency and special staff officers combined arms task proficiency. Likewise, NCOs have similar training responsibilities to ensure BOS related individual and crew functional task proficiency, as well as, individual and staff section related combined arms task proficiency. Combined Arms training requires the active involvement of both commander and NCOs during all phases of training. Functional proficiency requires expertise in a particular BOS function, its capabilities, and its requirements. Organization that provides elements of a specific BOS function, such as divisional engineer battalion and field artillery battalion, must train to maintain their functional proficiency. Integration involves expertise in coordination among functional troop unit commanders and staffs, and other functional commanders and staff. The combined arms training challenge is the same as for all echelons of command. The complexity, however, increases at each higher echelon of command. The tempo, scope, and scales of operations at higher command echelons increase coordination requirements for planning and 1-7

16 executing staff, multinational, and interagency training. Commanders, at every echelon, focus combined arms training on specific integration and synchronization tasks based on their METL d. Train for combat proficiency. The goal of all trainings is to achieve the highest standard possible. This develops and sustains combat capable warfighting organizations. To achieve this, units must train in accordance to standard under realistic conditions. Achieving standards requires hard work by commanders, staff officers, unit leaders, and soldiers. Within the confines of safety and common sense, commanders and leaders must be willing to accept less than perfect results initially while balancing it with realism in training at the same instance. They must integrate such realistic conditions as imperfect intelligence, reduced communications, smoke, noise, rules of engagement, battlefield debris, loss of key leaders, civilian on the battlefield, and varying extremes in weather. They must seize every opportunity to move soldiers out of the classroom and bring them into the field to fire weapons, maneuver as a combined arms team and incorporate protective measures against enemy action. Commanders can assess their METL proficiency and determine the effectiveness of their training program. 1) Realistic. Tough, realistic, and intellectually & physically challenging training excites and motivates soldiers & leaders. Realistic training builds competence and confidence by developing & honing skills, and inspires excellence by fostering initiative, enthusiasm, and eagerness to learn. Successful completion of each training phase increases the capability & motivation of individuals & units to transition to a more sophisticated and challenging environment. 2) Performance-Oriented. Units become proficient in the performance of critical tasks and missions by practicing the tasks and missions. Soldiers learn best by doing, using an experiential, hands-on approach. Commanders and subordinate leaders plan training that will provide these opportunities. All training assets and resources, to include training aids, devices, simulators, and simulations, must be included in the unit s training strategy. e. Train to standard using appropriate doctrine. Training must be done to the standard and conform to the doctrines. If mission tasks involve emerging doctrine or non-standard tasks, commander establish the tasks, conditions, and standards using mission orders and guidance, lessons learned from similar operations, and their professional judgment. The next higher commander approves the creation of the standard for these tasks. PAM 3-0 provides the doctrinal foundations; supporting doctrinal manuals describe common TTP that permit commanders and organizations to adjust rapidly to changing situations. Doctrine provides a basis for a common vocabulary across the force. In units, new soldiers will 1-8

17 have little time to learn non-standard procedures. Therefore, units must train to the standards. f. Train to adapt. Commanders train and develop adaptive leaders and units, and prepare their subordinates to operate in positions of increased responsibility. Repetitive, standards-based training provides relevant experience. Commanders intensify training experiences by varying training conditions. Training experiences coupled with timely feedback builds competence. Leaders build unit, staff and soldier confidence when they consistently demonstrate competence. Competence, confidence, and discipline promote initiative and enable leaders to adapt to changing situations and conditions. They improvise with the resources at hand, exploit opportunities and accomplish their assigned mission in the absence of orders. Commanders at every echelon integrate training events in their training plans to develop and train imaginative, adaptive leaders and units. g. Train to maintain and sustain. Soldiers and equipment maintenance is a vital part of every training program. Soldiers and leaders are responsible for maintaining all assigned equipment and supplies in a high state of readiness to support training and operational missions. Units must be capable of fighting for sustained periods of time with the equipment they are issued. h. Train using multi-echelon techniques. Multi-echelon training is the most effective and efficient way of sustaining proficiency on mission essential tasks with limited time and resources. Commanders use multi-echelon training to: 1) Train leaders, battle staffs, units, and individuals at each echelon of the organization simultaneously. 2) Maximize use of allocated resources and available time. 3) Reduce the so-called personnel turbulence or confusion that may arise when a certain unit attempts to assimilate its role in relation to the over-all mission of HHQs. Large-scale training events provide an excellent opportunity for valuable individual, leader, crew, and small unit training. Multiechelon training can occur when an entire organization is training on one single METL task or when different echelons of an organization conduct training on related METL tasks simultaneously. All multi-echelon training techniques: 1-9

18 1) Require detailed planning and coordination by commanders and leaders at each echelon. 2) Maintain battle focus by linking individual and collective battle tasks with unit METL tasks, within large-scale training events METL tasks. 3) Habitually train at least two echelons simultaneously on selected METL tasks. i. Train to sustain proficiency. Once individuals and units have rained to required level of proficiency, leaders must structure individual and collective training plans to retain critical tasks at the minimum frequency necessary to sustain proficiency. Sustainment training is the key to maintaining unit proficiency through personnel turbulence and operational deployments. Individual training plans are tools to help achieve and sustain collective and individual proficiency. Sustainment training must occur often enough to train new soldiers and minimize skill decay. Units train to accomplish their missions by frequent sustainment training on critical tasks. Infrequent peaking or nonhabitual observance to the highest standards of training per particular event does not sustain wartime proficiency. Battle focused training is training on wartime tasks. Many of the METL tasks that a unit trains on for its wartime mission are the same as required for stability operation or support operation that they might execute. j. Train and develop leaders. Commanders have a duty to execute a vital role in leadership training and development. They teach subordinates how to fight and how to train. They mentor, guide, listen to, and think with subordinates. They train leaders to plan training in details, prepare for training thoroughly, execute training aggressively, and evaluate short-term training proficiency in terms of desired long-term results. Training and developing leaders is an embedded component of every training event. Nothing is more important to the Philippine Army than building confident, competent, adaptive leaders for tomorrow. 5. Commanders and Training. Effective training is the number one priority of commanders. The commander is the primary trainer and responsible for the wartime readiness of their formation. In wartime, training continues with priority second only to combat or to the support of combat operations. Commanders and senior leaders must extract the greatest training value from every training opportunity. Effective training requires the commanders continuous personal time and energy to accomplish the following: 1-10

19 a. Develop and communicate a clear vision. The senior leader's training vision provides the direction, purpose, and motivation necessary to prepare individuals and organizations to win in war. It is based on a comprehensive understanding of the following: 1) Mission, doctrine, and history. 2) Enemy/threat capabilities. 3) Operational environment. 4) Organizational and personnel strengths and weaknesses. 5) Training environment. b. Train one echelon below and evaluate two echelons below. Commanders are responsible for training their own unit and one echelon below. Commanders evaluate units two echelons below. For example, brigade commanders train battalion and evaluate companies; battalion commanders train companies and evaluate platoons. c. Require subordinates to understand and perform their roles in training. Since good training results from leader development, one of the commander s principal roles in training is to teach subordinate trainers how to train and how to fight. The commander provides the continuing leadership that focuses on the organization s wartime mission. The commander assigns officers the primary responsibility for collective training and NCOs the primary responsibility of individual, crew, and small team training. The commander, as the primary trainer, uses multi-echelon techniques to meld leader, battle staff, and individual training requirements into collective training events, while recognizing the overlap in training responsibilities. Commanders teach, coach, and mentor subordinates throughout. d. Train all elements to be proficient on their mission essential tasks. Commanders must integrate and train to standard all BOS, within and supporting their command, on their selected mission essential tasks. An important requirement for all leaders is to project training plans far enough into the future and to coordinate resources with sufficient lead time. e. Develop subordinates. Competent and confident leaders build cohesive organizations with a strong chain of command, high morale, and good discipline. Therefore, commanders create leader development programs that develop subordinates confidence and empower them to make independent, situational-based decisions on the battlefield. Commanders assist subordinates with a self-development program and share experienced insights that encourage subordinates to study and learn their profession. They train leaders to plan training in detail, prepare for training thoroughly, execute aggressively, and evaluate short-term training proficiency in terms of desired long-term results. Effective leader development programs will continuously influence the Army as junior leader progress to higher levels of responsibility. 1-11

20 f. Involve themselves personally in planning, preparing, executing, and assessing training. The senior commander resources training and protects subordinate commanders training time. They are actively involved in planning for future training. They create a sense of stability throughout the organization by protecting approved training plans from training distracters. Senior commanders protect the time of subordinate commanders allowing to be present at training as much as possible. Subordinates commanders are responsible for executing the approved training to the standard. Senior commanders are present during the conduct of training as much as possible and provide experienced feedback to all participants. g. Demand training standards are achieved. Leaders anticipate that some tasks will not be performed to standard. Therefore, they design time into training events to allow additional training on tasks not performed to standard. It is more important to train to standard on a limited number of critical tasks, rather than attempting and failing to achieve the standard on too many tasks, rationalizing that corrective action will occur during some later training period. Soldiers will remember the enforced standard, not the one that was discussed. h. Ensure proper task and event discipline. Senior leaders ensure junior leader plan the correct task-to-time ratio. Too many tasks guarantee nothing will get trained to standard and no time is allocated for retraining. Too many events result in improper preparation and recovery. i. Foster a command climate that is conducive to good training. Commanders create a climate that rewards subordinates who are bold and innovative trainers. They challenge the organization and each individual to train to full potential. Patience and coaching are essential ingredients to ultimate achievement of standard. j. Eliminate training distractions. The commander who has planned and resourced a training event is responsible to ensure participation by the maximum number of soldiers. Administrative support burdens cannot be ignored; however, they can be managed using an effective time management system. Senior commanders must support subordinate commanders efforts to train effectively by eliminating training distracters and reinforcing the requirements for all assigned personnel to be present during training. Section 1-3 Training Exercises Training in units develops and sustains those individual and collective skills that soldiers and units (including squads, crews, and sections) need to accomplish their missions. To help soldiers' and leaders learn and sustain their skills, commanders develop training programs that implement the best mix of individual, leader, and collective training. 1-12

21 Training in units follows the hierarchy in Figure 1.2, which Annex B discusses in detail. Annex B assists leaders and trainers to conduct training at company level and below. Collective training involves the upper four levels of the hierarchy. The training exercises described in this manual also apply to these levels but concentrate on unit and combined arms and services proficiency. COMBINED ARMS AND SERVICE PROFICIENCY UNIT PROFICIENCY PLATOON PROFICIENCY SQUAD PROFICIENCY Figure 1.2 Training Hierarchy 1. Purposes. The diversity of organizations, equipment, and environment inherent in air-land battles presents a major challenge to commanders. They must train soldiers and leaders who can effectively integrate the unit's weapon systems and doctrine to defeat an enemy that may be numerically superior. Training exercises are an effective way to build the team-work necessary to meet this challenge. All training exercises: a. Sustain and reinforce individual and collective skills. b. Develop and sustain command and control skills of commanders and their staffs. c. Support multi-echelon training. 2. Individual and Collective Skills. Training exercises combine individual skills, leader skills, drills, and weapon systems proficiency. Training exercises reinforce and sustain proficiency in individual and collective skills in units. In addition, exercises provide training on collective tasks found in Training and Evaluation Programs (TEPs) and integrate all elements of the combined arms team. Training and Evaluation Program tasks are modified as required to accommodate each unit's METT. 3. Command and Control Skills. INDIVIDUAL PROFICIENCY Command and control training sustains skill proficiency for leaders, staffs, and individual soldiers. It reinforces common skills and those particular 1-13

22 to duty positions. It trains each echelon to respond to the needs of higher, lower, adjacent, and attached combat, combat support (CS), and combat service support (CSS) units. Responding to subordinate units is particularly important. Inexperienced commanders and staffs tend to orient themselves to respond upward and overlook the needs of subordinate units. One of the prime purposes of training exercises is to teach leaders to orient on the needs of subordinate units in a sequence of timely troop-leading steps that allow units to execute the mission properly. Doctrine and training support materials for command and control training include such items as scenarios, simulation models, and recommended task lists. The unit can adapt these materials to address its unique METT assessment. Command and control training packages prepared by proponent service schools support MOS cross training and train-up and sustainment training. These packages are for each echelon of the command, including combat support and combat service support. To win air-land battles, all elements of the combined arms and services team must be integrated and need to function effectively on the battlefield. Commanders must be competent in their command and control tasks. Battle staffs must be proficient in executing staff planning responsibilities to achieve full integration of supporting arms and services. Training that enhances these skills should receive emphasis at battalion level and above. The three categories of command and control training are battle staff training, survivability training, and combined arms and services training. a. Battle Staff Training. Battle staff training allows commanders and their staffs to fight air-land battles in diverse command post configurations under realistic combat conditions as smoothly functioning teams. This training is vital to command and control of units. It develops the proficiency of individual staff members and molds them into trained teams that can effectively manage and coordinate all systems to support the command's mission. Such training requires that individual staff members know the unit's tactical SOPs (TSOPs) thoroughly. The TSOPs must be updated as appropriate to address changes in unit operations. Battle staff training relies heavily on simulations since they are often the only way to present many airland battle situations and tasks to enable the commander to train his staff. b. Survivability Training. Survivability training ensures proficiency during intense and continuous combat. It ensures that individual soldiers and teams can operate effectively in a variety of situations. It involves those routine tasks that units must perform well to ensure their survival. Examples include: 1) Operations in hostile electronic warfare (EW) environments. 2) Operations using various command post (CP) configurations. 1-14

23 3) Operations required to feed, arm, fuel, and maintain the units' command and control elements. 4) Procedures for succession of command. 5) Limited visibility operations. 6) Activation of alternate communication methods. 7) Activation of alternate command posts. main CP). 8) The hand-off between command posts (tactical CP to 9) Passive air defense. air support. 10) Local security, to include calls for indirect fire and close Most survivability tasks are detailed in SOPs and provide standardization within a unit. Thus, they can be practiced prior to exercises. There is often no effective substitute, however, for full-scale exercises using all assigned equipment and personnel in a simulated combat environment to assess unit survivability proficiency in an environment that simultaneously employs all systems to full capacity. c. Combined Arms and Services Training. Proficiency in combined arms and services training is required for units, staffs, and commanders to fight and win air-land battles. Examples of systems required to be integrated into the training are: 1) Fire support. 2) Intelligence. 3) Electronic warfare. 4) Passive & Active Air Defense Measures. 5) Ground maneuver. 6) Anti-armor. 7) Combat support. 8) Combat service support. A single level of command and control first attains proficiency through battle staff training and survivability training. Battle simulations are an important means currently available for commanders and staffs to practice 1-15

24 combined arms integration. Once technical proficiency by the battle staff has been achieved, it should be integrated with supporting, supported, and adjacent units in full-scale exercises against a target array or OPFOR that realistically represents the enemy. Although the battlefield cannot be replicated completely, it should be represented accurately to include electronic warfare, sensor, and electronic intelligence targeting. Training aids such as emitters, transponders, jammers, and OPFOR vehicles / personnel to represent the enemy formations allow the commander to train the unit to operate under combat conditions. 4. Phases. Training exercises contain three phases: pre-exercise, execution, and post exercise. The pre-exercise phase covers planning and preparation and ends with the start of the execution phase (STARTEX). The 12-Planning steps involved in the pre-exercise phase shall be discussed thoroughly on Chapter 2 (Exercise Planning), particularly at Section 2-4 (Pre-Exercise Plans). The execution phase begins at STARTEX and concludes with the end of the exercise (ENDEX). During the execution phase, player units participate in the exercise, which is controlled and evaluated according to plans developed during the pre-exercise. Exercises that may be conducted involving this phase are elaborated in detail at Chapter 3 (Conduct of Training Exercises). The post exercise phase, beginning at ENDEX, covers reviews and reports. All training events and exercises should conclude with after-action reviews (AARs). These reviews provide training as substantive as the activity itself. In AARs, commanders determine accomplishment of exercise objectives based on input from staffs, controllers, evaluators, umpires, and OPFORs, as appropriate. Participants should be encouraged to discuss what happened and why. They should be encouraged to suggest solutions and offer recommendations. To overcome short-comings, exercise participants can make a valuable contribution to training evaluation efforts by gathering information and analyzing the critical lessons learned. These lessons become essential elements of information (EEI) for commanders and trainers in the ongoing training management process. AARs must be conducted periodically during the exercise to gain maximum training benefit. AARs should be used at every echelon, and they should occur as often as necessary to ensure that participants learn from the training conducted. If the exercise divides into deployment, attack, and defense, for example, an AAR should be conducted after each phase. If significant events, such as a movement to initial positions and a deliberate river crossing, occur in a phase, an AAR should likewise be held after each significant training event. Annex G contains additional information on AARs. Immediately after ENDEX and prior to leaving the exercise area, controllers, umpires, and evaluators conduct an exit briefing for those players with whom they were closely associated during the execution phase. The exercise director prepares a formal after-action report for the unit commander. 1-16

25 This report, which is distributed through the chain of command, is based on input from controllers, umpires, and evaluators. These reports and the AARs that precede them summarize the exercise. Commanders use them both to observe and evaluate staffs, leaders, and soldiers and to plan future training. The best use of these evaluations is to apply lessons learned to training within the near term (two to six weeks), rather than to file for review prior to the execution of the next exercise. TRADOC s Land Warfare Center (LWC) systematizes the over-all conduct of these exercise phases. They ensure that Philippine Army units involved in these exercises from commencement (pre-exercise) to termination (post-exercise) are observing the proper steps while imparting appropriate comments / critiques whenever necessary. Furthermore, LWC conforms all exercises whether singly or in joint training with other allied nations in accordance to the lessons learned that were derived and compiled from our years of extensive Counter-Insurgency Operations. This is to guarantee that Philippine Army units develop the appropriate TTPs designed to rectify past situations while in the performance of these exercises and not during the actual conduct of combat operations. Similarly, lessons learned from these exercises either observed directly or as a result of critiques that were brought out during the postexercise phase are incorporated by LWC as telling references for subsequent unit trainings. These lessons learned can help identify the type of training needed or minimize glitches that may possibly arise during exercise planning and execution. 1-17

26 1-18

27 CHAPTER 2 EXERCISE PLANNING Section 2-1 Analysis During the planning phase of training management, commanders at each echelon determine the need for training exercises and identify the types that they shall use. The need for an exercise is based upon: a. Higher headquarters' analysis of subordinate unit proficiency. b. Higher headquarters' issuance of the missions, goals, objectives, and guidance. c. Commanders' evaluations of unit and soldier proficiency. Higher headquarters employ the exercise planning steps explained in this chapter when directing subordinate units to participate in training exercises. Subordinate units also employ applicable planning steps based on information and orders received from higher headquarters. When commanders direct internal exercises, they must ensure that the exercises meet unit training needs and objectives. Commanders must first analyze soldier, leader, and unit training proficiency. Then they select a particular type of training exercise. A training analysis must first establish the training requirements and the priorities for unit training programs, as described in Annex A. This analysis also determines the training objectives, which are based on the individual and collective skills that need initial or sustainment training. In so doing, the analysis must consider the three categories of command and control training: a. Battle staff training. b. Survivability training. c. Combined arms training. One or more of these categories must be included in the unit training objectives and integrated in the exercise. The exercise objectives should be specific, relevant, realistically obtainable, measurable, and supportive of exercise goals. Exercise objectives should be organized into functional areas to highlight activities that need improvement. Properly stated objectives provide players, controllers, umpires, and evaluators with a solid basis for conducting their evaluation and AARs. When the exercise objectives are established, the type of exercise to be conducted can be selected. An exercise must never be conducted simply for its own sake. It must always help attain training objectives which are tied to the unit s mission. 2-1

28 Section 2-2 Selection Once the initial analysis is completed, commanders determine the type of exercises to be conducted. Comparing the objectives with the kind of training that each exercise provides, they identify the proper exercise, within resource constraints, that can best meet the objectives. Table 2.1 shows the exercises that best fit the command and control training categories for each echelon of command. Table 2.1 EXERCISE SELECTION MATRIX EX ERCISES PLTN or COY TM BATTALION BRIGADE DIVISION MAPEX A,C A,C A,C TEWT C C C C CPX A,B,C A,B,C A,B,C FTX B,C B,C B,C LFX B,C B,C FCX A,C A,C CFX B,C B,C B,C A,B,C Legend: A Battle Staff Training CFX Command Field Exercise LFX Live Fire Exercise B Survivability Training CPX Command Post Exercise MAPEX Map Exercise C Training System FCX Fire Coordination Exercise FTX Field Training Exercise TEWT Tactical Exercise Without Troops Map exercises (MAPEXs) are employed to teach staff planning and coordination, as well as preparation of estimates and operations orders. They are not conducted below battalion level. Commanders employ tactical exercises without troops (TEWTs) to teach the effective use of terrain to subordinate leaders. TEWTs involve specific tactical problems, employing unit and weapon systems. Command post exercises (CPXs) are effective in training members of staffs, command posts, and communications systems above company level. FTXs provide realistic survivability and combined arms training for the total force. Battle staff sustainment training does occur in FTXs. However, to preclude the delays and inefficient use of troop-leading time that normally occur in the preliminary training of the staff, they should not be selected solely for this purpose. Battle staff skills should be sharpened through CPXs, TEWTs, and MAPEXs prior to an FTX. Table 2.2 aids in selecting the appropriate exercise. It shows training exercises and some of the systems and objectives that can be trained effectively. The "X" indicates the exercise which best affords realistic training in the employment of the system or attainment of the objective indicated. For example, the training objective "Staff procedures" is shown only for the MAPEX, CPX, and CFX since they are the most effective ways to train those objectives. 2-2

29 Table 2.2 EXERCISE EFFECTIVENESS SYSTEMS OR OBJECTIVES M APEX TEWT CPX CFX FCX LFX FTX Use of Terrain X X X X Actual Maneuver of Units X X X X Staff Procedures X X X X Weapons Em ployment X X X X X Fire Support Planning and Coordination X X X X X Combat Support X X X Systems Integration X X X X X Survivability X X X Contingency Operations X X Communications/electronics X X X Intelligence /EW X X X Direct and Indirect Fire Control Coordination X X X X Air Defense X X X X Engineer Systems* X X X X X * Mobility, counter mobility, and survivability operations Section 2-3 Consideration 1. Flexibility. The planning phase must recognize the value of flexibility and the necessity for being thorough. Planners must plan for alternate types of exercises in case weather or other constraints prohibit the originally scheduled exercise. For example, if a brigade needs an FTX but there is a chance of funds being reduced or the possibility of excessive maneuver damage, contingency plans for a CPX should be prepared concurrently. Exercises must be flexible. They should allow subordinate commanders the freedom to innovate within the framework of new or existing doctrine, tactics, techniques, and operating procedures. They should not follow rigid timetables that inhibit training and learning. Instead, they should establish schedules that provide sufficient time to correct mistakes and ensure learning and AARs at all levels. 2. Resources. Once a headquarters decides to conduct a training exercise, the needed resources must be identified as well as the procedures necessary to obtain them, in accordance with the training management procedures described in Annex A. If any area appears inadequate, the commander must decide whether to proceed or consider an alternate training activity. 3. Facilities and Land. Planners must consider the environment for the exercise and the impact of weather. If inadequate land or facilities will seriously degrade training, planners may have to alter the exercises. For example, if an FTX has been selected but the available training areas are not large enough to allow unit tactics to be realistically played, the planners may: 2-3