AC71630 2013 Training PDF

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AFM VOL 1 PART 7 TRAINING

ARMY FIELD MANUAL VOLUME 1 PART 7
TRAINING
© Crown Copyright
AC 71630
Prepared under the

direction of the
Chief of the General Staff
AC 71630
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British Army Field Manual

Volume 1 Part 7
Training
Army Code 71630

May 2013
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AMENDMENT HISTORY
Amendment Number Signature Date

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FOREWORD
“Operations apart, training is the most important thing that an Army does. Training for
contingent operations will require a different mindset and approach.”
The Army Mission is “to prepare Land Forces for ongoing and contingency operations, deploy
them when ordered and succeed”. This can only be delivered through imaginative, effective
and command-led training.
Commanders at all levels must take ownership of training. Whilst trainers support and enable,
it is the commanders who direct and who are supported. We have become accustomed to
centrally delivered and carefully synchronised training programmes. Consequently, much of
the knowledge, skills and experience for running training rests in ARTD. The uncertainty of
contingency will require us to re-master the skills of self-generated and delivered training.
This AFM captures current best practice; from resourcing and planning, to delivery through to
exploitation. It forms part of a package of measures to re-equip the Army with the tools to
train itself.
Successful training relies on commanders who understand the operational context, can
interpret the requirement and then lead training with energy. We must reset ourselves for
contingency and the broader challenges this brings. Training must be efficient, make best use
of resources and encourage imagination. It must maximise innovation, experimentation and
exploit simulation. We will use training to learn. We are good at incorporating operational
lessons; the mission exploitation process is well established. Post HERRICK, training
exploitation will significantly drive the lessons process and force development.
Training will be underpinned by a common competence in core war-fighting skills that can be
adapted to meet emerging threats. The trick is to make the foundation sufficiently
comprehensive, without training for every possible variation. Mission-specific preparations will
add polish, impetus and subtlety when preparation time is in short supply. It is taking more
than nine months to prepare for Afghanistan. Defence Planning Assumptions point to a much
shorter warning time for the next conflict. History tells us that useable warning time is always
far less than assumed
Training will prepare us to overcome complexity, act pragmatically and to take risks. We will
train as we intend to fight; as a fully integrated force prepared to operate in an austere,
expeditionary and complex environment. Training will be progressive, building and then
sustaining capability. There will be repetition. Conflict demands skills that fade unless they
are practiced. We will use training to codify the ability to understand asymmetry, to seize and
exploit the initiative and to withstand the effects of shock.
This AFM is a handrail to enable commanders and staffs to design, plan and conduct training
for the integrated Army. Put it to good use. Contribute to its continued improvement by
sharing what you have learned using the Army Knowledge Exchange. Train hard and
intelligently. Use your imaginations and initiative. Innovate and improvise. Be brilliant in the
‘new basics.’ The result of your training will be a tough expeditionary Army, prepared for
complexity, acting lawfully and comfortable taking risk to exploit opportunities.
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ARMY FIELD MANUAL VOLUME 1 PART 7 - TRAINING
CONTENTS
PREFACE
PART A – PRINCIPLES OF TRAINING
CHAPTER 1 – BACKGROUND TO TRAINING 1-1
Section 1 – Aim and Purpose of Training 1-1

Section 2 – Theory and Principles 1-4
Section 3 – Influences on Training 1-11
CHAPTER 2 – ENABLING TRAINING 2-1
Section 1 – Determining the Training Need 2-1

Section 2 - Governance 2-4
Section 3 - Assurance 2-7
Section 4 – Training Enablers 2-11
Annex A – The Defence Systems Approach to Training (DSAT) Quality Standard 2-A-1
(QS)
CHAPTER 3 – DESIGNING, PLANNING AND CONTROLLING TRAINING 3-1
Section 1 - Introduction 3-1

Section 2 – Designing Training 3-5
Section 3 – Planning Training 3-17
Section 4 – Controlling Training 3-29
Annex A – Training Directive Framework 3-A-1

Annex B – Safety in Training Reference Material 3-B-1
PART B – IMPLEMENTATION OF TRAINING
CHAPTER 4 – INDIVIDUAL TRAINING 4-1

Section 2 – Phase 1 Training 4-8
Section 5 – Learning and Training Techniques 4-16
Annex A – Individual Training Techniques 4-A-1
CHAPTER 5 – COLLECTIVE TRAINING 5-1

Section 2 – Team Training 5-1
Section 3 – Special to Arm Training 5-8
Section 4 – Combined Arms Training 5-12
Section 5 – Command and Staff Training 5-18
Section 6 – Training for and on Operations 5-22
Section 7 – Training for other Environments and Roles 5-27
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Annex A – Collective Training Methods 5-A-1
CHAPTER 6 – ENABLING GUIDES AND REFERENCES
Annex A – Organising a Study Period 6-A-1

Annex B – Organising a MAPEX 6-B-1
Annex C – Organising a Battlefield Study 6-C-1
Annex D – Organising a TEWT 6-D-1
Appendix 1 – Exercise Papers 6-D-1-1
Appendix 2 – Guidance for DS 6-D-2-1
Annex E – Organising a CPX 6-E-1
Appendix 1 – Utilising the Combined Arms Staff Trainer (CAST) 6-E-1-1
Appendix 2 – Utilising the Combined Arms Tactical Trainer (CATT) 6-E-2-1
Annex F – Organising and Conducting a Field Training Exercise (FTX) 6-F-1
Appendix 1 – Example of an Exercise General Instruction 6-F-1-1
Annex G – Organising and Conducting Field Firing (CALFEX) 6-G-1
Annex H – Organising and Conducting Overseas Training Exercises (OTX) and 6-H-1
Foreign Military Exercises (FMX)
Appendix 1 – OTX Execution 6-H-1-1
Appendix 2 – OTX Training Points 6-H-2-1
Annex I – Reference Documents 6-I-1
GLOSSARY
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PREFACE
The purpose of Army Field Manual (AFM) Volume 1 Part 7 – Training is to provide a
practical guide for commanders and staff at formation, unit and sub-unit level in the
design, planning and conduct of training. It is equally applicable for Regular or
Reserve soldiers, and provides useful guidance for the other Services should they
need to train for operations in the land environment. In setting out the British
Army’s approach to training, it provides source doctrine for the education of officers
and NCOs in the management of training.
Subordinate to ADP Operations, the publication explains why and how the Army
trains, complementing Commanders’ Direction and Army Training Policy, which
direct what training the Army is to undertake.
Chapter One explains the aim and purpose of Army training, the key theories
and the 11 principles which underpin military training. It concludes with the
principal influences, which set the context within which the Army trains,
drawing deductions from the Future Character of Conflict and core doctrinal
tenets: Mission Command and the Manoeuvrist Approach.
Chapter Two describes key factors which enable training, without which
effective training could not take place. It commences with a mechanism for
determining training need; the Defence Systems Approach to Training (DSAT)
is summarised at Annex A. Thereafter mechanisms for Training Governance
and Assurance are explained, before the chapter concludes with additional
enablers such as Force Generation, Resources, Scenarios, Training Areas,
Learning Technologies and Instructor Capabilities.
Chapter Three describes how training is designed, planned and controlled. A

mechanism for the design of a training progression over a readiness cycle is
explained, including guidance regarding when and how to conduct a Training
Estimate. Thereafter there is guidance on how to plan an individual training
activity, including the management of Training Risk and Safety. The Chapter
concludes by explaining how training is controlled over a readiness cycle and
during a specific event.
Chapter Four explains the importance and governing principles of individual

training, before individual training is described employing the three phases of
the individual training framework. The chapter concludes with guidance on
training techniques, methods and media which can be employed in individual
training.
Chapter Five describes how collective training is delivered, commencing with

some collective training definitions, before explaining the aim and methods of
delivery for team, special to arm, combined arms and command training. The
last two sections describe training for and on operations and training for other
environments and roles.
Chapter Six comprises a series of training references and ‘how to’ guides for
the planning and conduct of key training activities, including the planning of
TEWTS, CPX and FTX.
Contents
PART A
PRINCIPLES OF TRAINING
Contents
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THE PRINCIPLES OF TRAINING
TRAINING IS A FUNCTION OF COMMAND
TRAINING IS A CONTINUOUS AND PROGRESSIVE

PROCESS
TRAINING MUST BE RELEVANT
TRAINING MUST BE CHALLENGING AND

INTERESTING
TRAINING MUST BE REALISTIC
TRAINING MUST HAVE AN AIM AND OBJECTIVES
TRAINING AND TRAINING METHODS MUST BE

CONTINUOUSLY REVIEWED FOR THEIR
EFFECTIVENESS
TRAINING MUST REFLECT OPERATIONAL

DOCTRINE
TRAINING MUST BE PERMISSIVE OF ERROR
TRAINING MUST BE APPROPRIATELY SAFE
TRAINING MUST BE EXPLOITED

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CHAPTER 1
BACKGROUND TO TRAINING
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PART A – PRINCIPLES OF TRAINING
CHAPTER 1 - BACKGROUND TO TRAINING
Section 1 – The Aim and Purpose of Training
‘It cannot be too often repeated that in modern war … the chief factor in achieving
triumph is what has been done in the way of preparation and training before the
beginning of the war.’
Theodore Roosevelt, 1902
0101. Purpose of Armed Forces. The CONTENT

purpose of the Armed Forces is to defend Subject Page
the UK and its interests by conducting The Aim and Purpose of Training 1-1
military operations across the mosaic of Principles of Training 1-4
conflict from warfighting, through tasks Influences on Training 1 - 11
ranging from focused intervention to
peacekeeping, to MACA tasks in the UK. Ultimately the Armed Forces exist to fight, so
fighting is the purpose for which the force should be most prepared1.
0102. Fighting Power. To do this, land forces must generate Fighting Power2
comprising Conceptual, Moral and Physical components. Training and education ensures
a common understanding of the conceptual component, forges the moral component
through the generation of confident individuals and teams, and delivers the physical
component through building the skills to use equipment to best advantage.
0103. Training and Education. Soldiers are prepared as members of the force
through training and education. Education is about personal professional development
and should run in parallel with training, which improves individual and collective
performance. Training without education is unlikely to be sophisticated enough to deal
with the complexity of conflict and operations. Education complements training in
delivering operational capability, both as an enabler3 and as a means to develop critical
thinking skills. Thinking influences the conceptual component of fighting power, which
provides the foundation for creativity, ingenuity and initiative4. The adaptability, versatility
and agility of the Army’s force elements depend upon integrating education and training
into a progressive cycle, designed to deliver military success.
‘This was the great Allied lesson of Tunisia; equally important on the technical
side was the value of training. Thorough technical, psychological and physical
training is one protection and one weapon that every nation can give its soldiers
before committing them to battle, but since war always comes to a democracy as
an unexpected emergency, this training must largely be accomplished in peace …
Many of the crosses standing in Tunisia today are witnesses to this truth’
General Dwight D Eisenhower, Crusade in Europe
1
Army Doctrine Publication Operations, Nov 10.
2
Joint Doctrine Publication 0-01, British Defence Doctrine, Edition 4.
3
Education provides Functional Skills such as literacy, numeracy and ability to employ Information
Communication Technology (ICT).
4
Joint Doctrine Note 3/11 Decision-making and Problem Solving: Human and Organisational Factors, Jun
11.
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0104. Importance of Training. In many professions training can be a relatively minor

activity to which little time or resource is allocated; the main preoccupation is often with the
core business of providing services or manufacturing goods. Fighting wars or keeping the
peace usually occupies relatively little of an Army’s total time, however such is the
complexity of such activities and so significant are the consequences of failure, that the
main focus of the Army must be in preparation for operations.
0105. Aim of Training. The ultimate aim of all training is the creation of hard, resilient
soldiers, and commanders who can analyse, decide and manoeuvre to win in the complex
battlespace of the 21st Century. Training provides the means to practise, develop, and
validate, within constraints, the practical application of a common doctrine. It also provides
the basis for the training of commanders and their staffs in the exercise of command and
control respectively. Training should produce force elements at readiness to deploy and
undertake specified tasks. Once committed to operations, training plays an important role
in optimising the force to meet developing mission requirements. Training has other
effects from which the Service and individuals can benefit including:
a. Shaping Expectations. Training is normative; the situations encountered in

training set expectations about the operational environment and the conduct of
individuals and force elements expected by the Service. Thus training plays an
important part in underpinning the culture of the Service.
b. Driving and Confirming Change. Training is a force development tool. When

the culture and doctrine of the Service changes, or a procedure needs adjustment,
education and training communicates the desired behaviour change and confirms it
through assessment of training.
c. International Relationships and Deterrence. Training overseas or hosting

foreign units and individuals on UK-based activities, can assist in the building of
multi-national capacity and relationships. Furthermore, overt training activities, if
carefully synchronised with strategic messaging, can have a powerful deterrent effect
and avert potential crises.
d. Challenge and Satisfaction. Training should challenge and develop

individuals and units, maximising their potential. A useful by-product of good training
is the fostering of teamwork and the generation of the force’s confidence in
commanders and units, resulting in high morale and offensive spirit.
0106. Force Preparation and Force Generation. Force preparation is the

continuous process of manning, equipping, training and sustaining the Army for operations
in general. Force generation comprises the further activities required to produce forces
ready for a particular operation or campaign5.
0107. Combined, Joint, Intra-Governmental, Inter-Agency and Multi-National

(CJIIM) Organisations. It is increasingly unlikely that armed forces alone will deliver
operational success. To exert the necessary influence, the nation will need to coordinate
all sources of power6, requiring an intra-governmental and inter-agency approach.
Furthermore given the requirement for global legitimacy and reducing defence
expenditure, nations will continue to undertake operations as part of multinational
5
6
Diplomatic, Information, Military and Economic.
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coalitions. There is therefore a requirement to train a ‘Whole Force’ (military from all
services and possibly other nations, contractors and other civilians) in a CJIIM approach.
To operate effectively in this context, military staff officers will need broader expertise than
has hitherto been the case, including strategy, finance, intelligence exploitation, cyber, and
security sector reform. The Reserve must be appropriately integrated into the training
progression.
0108. Joint Training. Land forces must train as a component of the Joint force
alongside the Maritime, Air, Special Forces and Logistic components under Joint
command. Within the land component, integration with air (air and aviation fires, airborne
ISTAR systems and logistics) and sometimes maritime (particularly amphibious) forces is
critical to effective operations and must be a routine element of training. When live
capabilities are not available, simulation can help to fill the gap. Commanders should
actively engage with counterparts in the other services to develop mutual understanding.
Fig A-1-1 The LABG Conducts Joint Training
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Section 2 – Principles of Training
0109. Training process. The training process normally embraces five distinct and
identifiable activities:
a. The acquisition of skills, competence and knowledge.
b. The practising of skills and competence and the exercising of knowledge.
c. The testing of skills, competence and knowledge.
d. The continuous review of training and training methods for their effectiveness,
including, where appropriate, the assessment of training against set standards.
e. The exploitation of training to identify lessons to inform force development.
Training should be phased to allow these activities to take place sequentially, although
there may be some overlap.
0110. The Principles of Training. There are 11 Principles of Training, which have
largely endured for a number of decades.
a. Training is a Function of Command. Whilst responsibility for the detail of

training can be delegated, overall responsibility for the direction and state of training
always rests with the commander. Whilst many of the systems employed in support
of training are now highly specialised, requiring dedicated staff, such as the
Combined Arms Tactical Trainer (CATT), such staff operate in support of the
commander whose unit is undergoing training. It is important that all commanders
recognise that training is something their organisations must do at every opportunity,
not just during programmed events.
b. Training is a Continuous and Progressive Process. When an Army is not

on operations, a large part its activity should be training. Whenever possible, even
on operations, commanders of formations, units, sub units, and smaller teams down
to section or crew level, must ensure that their force element and the soldiers in it
train to be as competent as possible. Whether or not training is formally programmed
or resources are available, training and improvement is always possible. Training
should develop logically from individual training, through team training to collective
training, in a progressively sophisticated and challenging way. Combined Arms
training should build on Special-to-Arm, and Joint training upon single-Service
training. Throughout there should be refresher training to mitigate skill fade and
turnover of personnel. Training never ends; even when committed to evolving
operations; forces will need to train to meet the operational requirement, which is
unlikely to have been understood in its entirety prior to deployment.
c. Training must be Relevant. Training must be relevant to the needs of the

individual or unit and designed to prepare them for likely tasks. It must prepare them
for the most likely and challenging operational tasks. As a force element nears
deployment on an operational task, it should be task organised, equipped, trained,
acclimatised and conceptually prepared for the task it is about to undertake.
However training needs should not be too narrowly defined; adventurous training and
sport support the development of character, leadership and team cohesion,
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enhancing operational effectiveness, but may not be directly pertinent to an

individual’s or unit’s operational role.
d. Training must be Challenging and Interesting. Individuals and groups will

usually rise to a challenge, and the element of challenge will keep them interested in
training. Each successive element in a training progression should be more
challenging. People that are better educated within an organisation, unconsciously
adopt analytical methodologies and thinking strategies consistent with that education
and culture7. Commanders must give due consideration to the cognitive fitness,
resilience and readiness of their subordinate commanders. Training should be a
positive activity, designed to increase skills and confidence, rather than undermine it.
Therefore training progressions should be bespoke to each force element, the tasks it
is set and the resources allocated to it; paced to challenge, but not overmatch it.
e. Training must be Realistic. Training must reflect, as closely as possible, the

operational environment and be as realistic as safety permits. Throughout a training
progression, the complexities of the contemporary operating environment should be
introduced by degrees. Training should be set against credible scenarios and should
be adversarial, to enable the achievement of standards of operational effectiveness
achieved when engaged with and defeating a real enemy.
f. Training must have an Aim and Objectives. Aims and objectives provide
clear direction for those planning and undertaking training. The aim should
encompass the purpose of the training activity, supported by subordinate training
objectives. Objectives should be Specific, Measurable, Achievable, Relevant and
Time-bound (SMART). They comprise three constituent parts: the performance
(what the training audience has to do) required; the conditions under which the
trainee must perform and the standard (the criteria for successful achievement) to
which the trainee must perform. Through assessment of the achievement of
objectives, it must be possible to define the operational readiness of force elements,
affording Defence the ability to quantify a training gap, should a different operational
requirement materialise.
g. Training and Training Methods must be Continuously Reviewed for their

Effectiveness. Whilst Training Development Teams (TDT) across Defence are
responsible for reviewing training effectiveness, it is also incumbent upon both
training deliverers and training audiences to support validation of training and review
the effectiveness of training. Shortfalls should be staffed either through the lessons
process or through the chain of command to the relevant Capability staff, who are the
relevant Training Requirement Authority (TRA).
h. Training must Reflect Operational Doctrine. Military doctrine contains the

fundamental principles that guide how military forces conduct their actions8. Doctrine
provides the Service a common outlook and a uniform basis for action, but only if the
training of individuals and units reflects that doctrine. However there is a balance;
military education must not stifle innovation and creative thinking – cognitive abilities
required to prevail in an increasingly complex world.
7
Joint Doctrine Note 3/11 Decision-making and Problem Solving: Human and Organisational Factors, Jun
11.
8
Army Doctrine Primer, dated May 11.
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‘… a unit may do badly [on exercise]. That does not matter – it will all be
experience which will save casualties when the operation has to be done in
battle …’
Lt Gen Montgomery, Lecture to Staff College 1941
i. Training must be Permissive of Error. Training should allow people to learn

from the experience of their mistakes. However not all errors are permissible,
particularly where safety and potential risk to life are concerned, or where individuals
have been negligent; nor should repeated mistakes be acceptable.
j. Training must be Appropriately Safe. Warfare is inherently dangerous and

on operations safety measures are self-imposed. Training must adhere to safety
regulations, but their application should be judicious and appropriate to the level of
competence of the training audience.
k. Training must be Exploited. Lessons identified in training should be exploited

to inform force development and where possible made available to a wider audience
which can benefit indirectly.
0111. Cognitive Development 9. To succeed in warfare commanders have always

had to be intelligent, resourceful, clear-thinking and innovative. Over history the
operational environment has become more and more complex and the problems are now
so challenging that there is a real need for all commanders and staff even down to junior
NCOs to have more capable cognitive abilities and more effective training in analysis,
decision making and co-operation than ever before.
0112. Categories of Training. Training can be divided into individual and collective
10
training . However collective training comprises four distinct categories: team, special to
arm, combined arms and command training. Given that forces deployed on future
operations are likely to be joint, inter-agency and multi-national; joint and multi-national
training, previously considered a sub-category of collective training should be the context
in which all categories of training, but especially combined arms and command training,
are delivered. The five categories of training should be considered a conceptual model.
Whilst there are differences in aim and employment of training methods and media,
between categories, many training events will comprise two or more training categories.
a. Individual Training and Education. The education and training that enables
an individual to perform his or her job.
b. Team Training. The training carried out by the crew of a vehicle, weapon
system or other function in which each individual carries out different but
complementary tasks; the result being team proficiency, which no individual alone
can achieve. It is the predominant category of training undertaken at sub-unit level.
9
JDN 3/11, Decision-Making and Problem-Solving: Human and Organisational Factors, dated Jun 11.
10
Collective training is the training of two or more individuals, building to sub units, units and formations in
the conduct of tactical operations.
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c. Special to Arm Training11. Collective training on a functional, single arm or

service basis. It provides the immediate context for team training.
d. Combined Arms Training. Collective training of two or more arms or services

together such as infantry, armour, aviation, artillery and engineers. It usually takes
place at sub-unit level and above. It provides the immediate context for special to
arm training.
d. Command Training. The training of commanders at all levels, to include

where appropriate, the staff and other elements of the command team. The training
of commanders at each stage in a training progression must be a high priority and is
likely to have a significant influence on other training. For that reason it is normally
conducted at the beginning of a training progression or at a specific stage within it.
0113. Training and Readiness Cycles. The Army trains units on a cyclical basis,
preparing formations and units for operations or readiness while others are on operations
or held at readiness. The training cycle is inextricably linked to the operational output of
the Army. All formations and units will conduct Foundation Training at the start of the
cycle, a programme of training activity designed to develop general warfighting and other
operational competence. Units assigned to operations will then complete Mission Specific
Training to prepare them for that task. Those formations and units to be held at higher
levels of readiness will have their Foundation Training extended to cover further training
objectives relevant to their role. Before deployment they may have a limited opportunity
for Mission Specific Training. Various models have been used in the past but most have
followed this principle. Most current models employ a two or three year cycle depending
on the unit and role. Figure A-1-2 depicts how categories of training can be recur and
complement each other through a training and readiness cycle. The model will be
employed throughout this publication, to explain how training should be designed and
planned.
Fig A-1-2 Categories of Training in a Training and Readiness Cycle

11
It should be noted that some elements of special to arm training are included in individual training and
education. Individual Phase 2 training and significant elements of Individual Phase 3 training deliver special
to arm competencies in individual soldiers.
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0114. Training the Army Reserve. Although on operations they are indistinguishable
and in barracks there will be many similarities between the Regular and Reserve, there are
specific factors that should be considered in the training of Reserve soldiers and units:
a. Importance of Training. The desire to undertake demanding military training

is the reason that Reserves join; it forms a significant part of fulfilling the Reserve’s
Proposition that makes them stay. Without good-quality, efficient, progressive and
worthwhile training, Reserves will neither be attracted nor retained. Training is
therefore more important for the Reserve than it is for the Regular: not because
achieving the training outcomes is more important, but because it is perhaps the
single largest motivating factor for Reserves. Commanding officers should recognise
that training quality and quantity has a direct relationship to unit manning as well as
capability.
b. Time. The principal difference between Regular and Reserve training is the
limited amount of time that the Reserve can give. The two obvious consequences of
this are:
(1) The absolute amount of training that can be undertaken is less.
(2) The training time that is available should be used in the most efficient
manner possible.
c. Roles. Reserve roles must be designed and selected so that the capability can
be achieved within the training time available. It follows that most Reserve
capabilities will be either of:
(1) Basic military tasks requiring lower levels of individual and collective
training.
(2) Specialist civilian skills with training to deploy in a military environment.
Consequently Reserve trades will normally be a subset of the full Regular trade, but
still constructed to produce a useful capability in more limited or less demanding
circumstances.
d. Relevant. It is critical that training of Reserves is designed to meet the

Reserves’ performance statement and training needs. While the equivalent Regular
training is often a useful handrail, slavish mirroring of Regular courses should not be
attempted.
e. Reserve Attributes. On average, Reserves tend to be older, more mature and

of higher educational attainment than the equivalent Regular soldier. This does not
make them better people (or necessarily easier to train), but successful and efficient
training must take these considerations into account. In general, these attributes are
helpful in achieving more in a shorter time, but – less positively – Reserves will tend
to question more and are less likely to accept inefficiency.
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f. Output Focus. The Army tendency is to measure training input rather than
output (e.g. course-weeks). With Reserves, it is even more beneficial to focus on the
output standards to be reached, rather than the training time.
g. Learning Methods. The attributes of Reserves, geographical spread, and the

time constraints, mean that modern learning methods (e.g., blended learning,
distributed training, modular courses, e-based learning), are often even more
effective. Hybrid courses should be designed in two day, one or two week modules,
in order that Reserves can undertake modules when their other commitments allow.
h. Selection. While training time (and hence skills and knowledge) may be
reduced, the intellectual, physical and learning ability of Reserves should be the
same as Regulars.
i. Skill Levels. Appropriate standards of skill must be set and achieved by

Reserves. However, time limitations are likely to mean that training should
concentrate on instilling principles and techniques, leaving skill practice by repetition
for later training, or to be built up over a prolonged period.
j. Integration. As well as offering economy of resources, integrating Regular and

Reserve training is highly desirable for morale and to enhance cohesion. Integration
is essential in the later stages of operational training. However, integration should
not take precedence over designing training to properly meet the Reserve need
where this is different. In future, higher levels of collective training are almost always
going to be integrated.
k. Instructors. Reserves seek to be as professional as they can, and

unconsciously absorb the attitudes, values and standards of the Regulars they meet.
It is important therefore that Regular instructors for Reserve, are selected with care,
and maintain high standards of conduct.
0115. Sport and Military Training Analogies. There are many similarities between
military training and sport. Both routinely have an adversarial nature, they are often team
activities in which individuals are dependent upon others, they can be physically and
emotionally demanding and they require regular practice. As sport has become
professional and levels of investment increased, many sporting bodies have developed
sophisticated and very effective individual and collective training methods. Indeed much of
the study of practice or repetition in training (paragraph 0308.c.) has been driven by sport
scientists. In seeking alternative solutions to future challenges in military training, sporting
theories might offer some solutions.
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The Process of Winning – England Rugby 1999 to 2003
‘In building our new elite organisation we had largely stumbled along, guided by instinct in
terms of what was right for us. Looking back now, I can see that we followed a basic
series of steps in transforming England rugby.
1. Set Goal Winning

In Rugby
2. Design Experience Elite

Rugby
Experience
3. Infrastructure of Full Coaching Team

Fundamentals Rugby Fundamentals
4. Foundation of England Rugby Culture

Strong Culture Atmosphere/Attitude
Teamship Rules
First, winning was obviously our overriding goal and dominating influence, and not just on
the scoreboard. To achieve it we set out to create an elite squad of coaches, players and
support team focused exclusively on winning.
Second, we created an elite player experience that fully supported the players in focusing
all their attention on mental preparation before the match and world class performance on
the day.
Third, we had assembled a team of specialist coaches in each of the key areas of our
game, just as I’d dreamed: Brian Ashton in attack, Phil Larder in defence, Dave Alred in
kicking, Phil Keith-Roach in scrummaging, Dave Reddin in fitness and nutrition and Tony
Biscombe in analysis. These were world class professionals in every sense of the word.
We’d then begun measuring key performance indicators in these areas during matches
and training sessions and placed coaches and players in charge of each area.
Fourth and finally, in support of these fundamentals our elite culture formed the foundation
of everything we did, and was embodied in the attitude of everyone involved, as well as
the atmosphere that pervaded our training days and test weeks. That elite culture was
further set in stone in our Black Book of Teamship Rules.’
Sir Clive Woodward OBE, England Rugby Union Team Coach 1997 - 2004
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Section 3 – Influences on Training
0116. Introduction. Influences on military training are those factors which set the
context within which the Army trains. Chapter 2 (Enabling Training) will address training
enablers: processes or capabilities without which effective training cannot take place.
Many of the influences on training stem from core British military doctrinal tenets and each
paragraph of this section will seek to draw key deductions for the organisation and delivery
of training. The central part of this section considers the Future Character of Conflict and
draws extensively upon Directorate Land Warfare’s guidance on training for contingency12.
0117. Leadership and Values. Effective leadership in the British Army is

characterised by the projection of personality and purpose onto people and situations in
order to prevail in the most demanding circumstances13. For this to be moral, just and
acceptable it has to be underpinned by moral values, which to be truly authentic, must be
practised by all ranks. Leadership should be the inspiration in all military activity, but has a
specific and important role in the training of soldiers. Values underpin personal motivation
and therefore also leadership. The Army’s six core values14 provide a moral foundation to
guide the decisions and actions of the British soldier. When values are declared and
followed, they form the basis of trust. Therefore leaders who exercise the Army’s core
values shape the attitudes of subordinates and in the training environment generate
motivated, committed and resilient soldiers imbued with a common ethos. Leadership
should be observed and assessed by commanders at all stages of training.
0118. Doctrinal Principles. The principal tenets of the British Army’s philosophical
approach are likely to endure and should be a significant influence upon the design and
execution of training. The two key tenets are the Manoeuvrist Approach and Mission
Command. The Manoeuvrist Approach emphasises using and threatening force in violent
and non-violent ways, to achieve influence in support of objectives. It focuses on applying
strength against vulnerability and recognises the importance of cohesion and will, in
ourselves, our allies and our adversaries. In the future, manoeuvre will be increasingly
multi-dimensional, requiring integration at lower levels of command, of a greater range and
complexity of capabilities. Mission Command offers a philosophy of command that
advocates centralised clear intent with decentralised execution; a style that describes the
‘what’, without necessarily prescribing the ‘how’. Junior commanders will have available
an increasingly broad range of lethal and non-lethal effects with which to exert influence.
In the future, application of the Manoeuvrist Approach and Mission Command is likely to
be increasingly intellectually demanding, with implications for the design of training
activities and the manner in which training is conducted:
a. Training Activities. It is not easy to design training which reconciles the need
for the manoeuvrist approach and mission command on one hand with the
measurable achievement of training objectives on the other. Training activities must
be set in scenarios with realistic 'depth', but also appropriate gaps, that permit the
training audience to gain an authentic understanding of the situation. In addition it is
often easier to replicate and assess direct and kinetic effects in training than indirect
or non-kinetic effects; when both are fundamental aspects of operations.
12
Foundation Training for Contingency, Directorate Land Warfare, Dec 12.
13
Developing Leaders – A Sandhurst Guide, Pilot Version, Easter 2012.
14
The Army’s core values are: Courage, Discipline, Respect for Others, Integrity, Loyalty and Selfless
Commitment; when being taught the values and how to apply them recruits often employ the mnemonic
CDRILS.
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Nevertheless, if training is to be effective, so that the Army can operate in

accordance with its doctrine, this reconciliation must take place. This is one of the
main reasons why assessment of performance blends the objective and subjective.
b. Approach to Training. Early training and education for soldiers and officers
seeks to inculcate discipline, mental robustness and uniformity such that individuals
can be rapidly assimilated into a warfighting organisation. However natural curiosity
and ingenuity must not be stifled and later training must be delivered in a manner that
encourages initiative and risk-taking, but discourages gambling. The requirement for
advanced cognitive abilities has already been mentioned, but will be developed
further in Chapter 4 (Individual Training).
0119. The Nature and Character of Conflict. The nature and character of conflict
are different. Its nature endures: conflict is a contest of wills, dangerous, violent, complex,
often irrational and frequently chaotic. However the character of conflict changes,
sometimes very quickly: its evolution is changed by human experience, innovation and the
dynamics of the conflict itself. Armed forces are structured for the nature of conflict, but
trained for the character of conflict; they need to be agile and relevant to deal with the
character of conflict, while maintaining a hold on the realities of its nature. This sometimes
contradictory situation particularly prevails in the land environment, the most human and
complex of all environments15.
‘No matter how clearly one thinks, it is impossible to anticipate

precisely the character of future conflict. The key is to not be so
far off the mark that it becomes impossible to adjust once that
character is revealed.’
Professor Sir Michael Howard
The fact that conflict is deemed to have nature and character, brings two particular
challenges for those planning and delivering training and a third challenge for the trainee:
a. Assumed Character. There must be a common understanding of the assumed

character of future conflict for which the Service prepares individuals and units
through foundation training. This must be as close an approximation to reality as can
be achieved, but even more important than being close to reality, is that the state of
preparedness must be accurately recorded, since it will provide the start state for
entry into mission specific training, once the character of the future operation has
been determined.
b. Agility in Training. Deployable Army commanders and the training

organisation must be prepared through organisation and procedure to deliver rapidly,
the necessary adjustments to training across all categories to meet the requirement
of a novel character of conflict. This might involve training to undertake new or
emerging tactical tasks, employing core equipment, or it might be as significant as
the introduction into service of a new capability.
c. Confidence in Training. There is a particular challenge placed upon trainees.

They must take confidence in the core skills that are delivered and their state of
readiness for operations, but must recognise that they have not been trained for
15
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every eventuality. They will have to retrain and adapt once committed to operations.
The challenge will be particularly acute for leading echelons in an intervention
operation, but as Defence’s understanding of an operational theatre develops, so the
challenge will reduce for subsequent roulements.
Agility in Training
TALISMAN was the UOR programme, to deliver a UK Route Proving &

Clearance (RP&C) capability, employing a re-roled Royal Engineer Squadron,
for Op HERRICK. The requirement for a RP&C capability was identified in
2008, with the first operational TALISMAN Squadron delivering RP&C effect in
2010, on Op HERRICK 12. The £250M programme comprised in excess of 47
separate equipments, many unique to the role, so capability integration was
complex and resulted in a challenging individual and collective training
progression. To support the force generation of TALISMAN Squadrons, a
bespoke TALISMAN Training Advisory Team (TTAT) was formed. The team
also had an essential role in advising the Chain of Command on the planning
and execution of RP&C operations, within the All Arms environment. The
early commitment to form TTAT, alongside a complex equipment programme,
underpinned the delivery of a coherent and well-trained operational capability
to demanding timelines.
0120. The Future Character of Conflict. Whilst it is accepted that the character of
the UK’s next military operation cannot be known with certainty, doctrine has sought to
describe the future contingent battlespace16. Drawing upon recent experience, it suggests
a ‘battlefield’ that is populated, complex in terrain and loosely defined by 5 C’s: contested
by multiple competing parties; military force constrained by policy, rules of engagement
and the law; an environment congested and cluttered by urbanisation; and connected
by global transport and modern communications. In this context, future missions will be
politically rooted and nuanced; opponents may range from conventional troops to irregular
forces operating amongst the people, or a hybrid of both. To achieve success, forces will
need to understand complex problems and operate skilfully within constraints. Operations
will range from combined arms manoeuvre to counter-insurgency and peace-support, all
being conducted in the same battlespace. Finally, as identified towards the end of Section
1, there will also be a requirement to integrate a UK military contribution into the political,
governmental, multinational, joint and host nation efforts, to achieve success. Individual
16
DCDC Strategic Trends Programme, Future Character of Conflict.
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and collective training should reflect the following deductions that we can draw about the
future character of conflict:
a. Context. Strategic or external factors will set the context for future operations.
Many of these factors will permeate to the lowest tactical levels:
(1) Political Setting. War has long been considered ‘a continuation of

political intercourse, carried on with other means17’. Therefore all operations
are conducted for a political purpose and within a political context. This will
inform and constrain military activity. Training must reflect this dynamic.
(2) Political Oversight. Operations will be subject to close political scrutiny.

Advanced unit and formation training must consider the need to understand and
advocate risk thresholds. Training should rehearse the need for specific
operations to be cleared on a case by case basis.
(3) Legality. All soldiers will need to understand the importance of legal
conformity, if their mission is to maintain legitimacy. All training must replicate
the demands of legality. UN Security Council Resolutions (UNSCR), national
direction, the Law of Armed Conflict (LOAC) and Rules of Engagement (ROE)
will provide the legal basis for future operations. ROE may escalate or de-
escalate in permissiveness, even within an operation. Changes in ROE,
including operating within the tightest constraints, should be exercised.
(4) Multinationality. The latter stages of a training progression should

assume complex multinationality, including taking under command allied forces
or the subordination of our own forces to foreign command or control. Training
should consider British units or formations being on the boundary with another
nation’s forces. Training should represent illustrative national caveats on the
employment of multi-national force elements.
(5) Host Nations. Training should assume the presence of host nation forces
which will operate in accordance with their own political agenda. They may be
weak, unreliable, corrupt and penetrated by an opponent’s intelligence
organisation. The development and successful establishment of host nation
forces may often lie near the heart of campaign success.
(6) Transparency. Few operations can be conducted beyond the view of the
media and social networking. Influence, consequence management and the
mitigation and exploitation of an almost transparent battlefield must be
considered in training. The opponent can be expected to exploit the media
more effectively than some of the British Army’s recent adversaries.
b. Environment. Notwithstanding a role in UK resilience, the British Army will

continue to be employed to defeat threats before they materialise in the UK and
dependent territories. Therefore future operations are likely to be expeditionary.
Thus future training should be undertaken in three complex terrains: physical, human
and information18.
17
On War, Clausewitz K, edited and translated by Howard M and Paret P, 1989, page 87.
18
The Future Operating Environment and Threat for Expeditionary Operations, An Analysis by DFD, dated
Jan 13.
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(1) Complex Physical Terrain. Complex physical terrain is defined as terrain

in which ‘it is physically and mentally demanding to operate, forces cannot
readily achieve situation awareness out to the maximum effective range of their
weapons, identifying and tracking adversaries is difficult, soldiers are easily
separated from each other, communications are difficult and movement is
canalised’. Soldiers will almost certainly require the ability to operate in
temperate, tropical, sub-tropical and desert regions, with priority on the tropics
and northern sub-tropical zone of Africa and Asia. Expeditionary deployments
are most likely to be undertaken into the urban and littoral regions, where the
majority of the world’s population live and therefore political and economic
activity is concentrated. However, since the UK’s adversaries will seek to
prosper where security forces are not operating, it is imperative that the Army
retains the ability to operate in non-polar desert and dense vegetation. The
Army’s Overseas Training Exercise (OTX) programme should provide
opportunities for soldiers to conduct military training in likely operational terrain
and climates. Simulation may afford opportunities to prepare for the most
complex terrain, such as urban and sub-terranean environments, which will be
difficult to replicate in a live setting. Finally Adventurous Training expeditions
provide an alternative method of familiarising soldiers with likely operational
terrain, both physical and human.
Fig A-1-3 Sentry – Deir-al-Zor, April 2013 Kalil Ashawi/Reuters
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(2) Complex Human Terrain. The human terrain and its associated
linguistic, ideological, tribal, sectarian and ethnic features are likely to be highly
complex. English is unlikely to be the main language. Ties between different
social groups, agencies, criminal organisations and adversaries will fluctuate
and interaction between them, facilitated by communications technology, will be
less geographically bound. Global diaspora will interact routinely with multiple
domestic audiences. Human groups will defy categorisation. Resources are
likely to be constrained, so crime is likely to flourish and many civilians are likely
to be armed, given threats to their security. The population may be able to pass
on valuable information, but may also misinform. The population will also
present a threat to operational security (OPSEC) and a medium through which
to deceive. Understanding provides the context for making decisions. The
British Army will need to be able to generate rapidly an understanding of the
human terrain. This will place a premium upon cultural awareness19, language
skills, the ability to process and manage information and the ability of staffs and
commanders to analyse ‘wicked’ problems (paragraphs 0111 and 0407 refer).
(3) Complex Information Terrain. Intrusive and pervasive media, generated

by individuals and organisations, with differing motives, has a rapid response
time and global distribution. When coupled with reductionist reporting20, this
leads to a loss of context and easier manipulation by unconstrained actors.
There will be a ‘battle of narratives’ between adversaries, each seeking to
influence the views of geographically dispersed key audiences21. This will
require an agile information operation at unit and formation level and clearly
understood messages to be delivered by the lowest tactical level. British forces
are also likely to face intense competition for the electro-magnetic spectrum and
in the cyber domain. Adversaries will seek to disrupt the Army’s reliance on
communication networks for command, control and sustainment functions.
c. The Opposing Force (OPFOR). It will not be possible to categorise the British
Army’s most likely future adversaries in a binary fashion as ‘state’ or ‘non-state’.
Conflict is likely to exhibit concurrent inter-communal violence, terrorism, insurgency,
pervasive criminality and widespread disorder, as well as ground combat. It is likely
that there will be more than one adversary. That said, the re-emergence of a major
state-led threat cannot be ruled out and the British Army’s ability to win against a
peer-level adversary underpins the Army’s credibility as a fighting force. Such hard
power reinforces the UK’s soft power. Therefore key to maintaining the Army’s
adaptability will be to train against a credible opponent. A worst case will be
‘warfighting’ or ’combat’ operations against a highly capable ‘hybrid’ enemy in a
populated environment. There are a number of key assumptions that should be
made about opponents and therefore inform the design of OPFOR.
(1) Capabilities. The enemy should be technically adept, literate and able to
operate effectively a mix of basic and very advanced equipment (such as
Unmanned Air Systems (UAS), Electronic and Cyber Warfare, Air Defence,
19
Cultural awareness needs to be broadened beyond the limited theatre-specific syllabus that has hitherto
been delivered as part of mission specific training. All officers and SNCOs should have an understanding of
the core principles of social anthropology: ‘how contemporary human beings behave in social groups’.
20
For example: Twitter, rolling news banners and news text alerts.
21
Key audiences are likely to include the host nation population, neighbouring populations with ethnic
affiliations, host nation global diasporas and the UK domestic population.
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Chemical and Radiological). The opponent may comprise state, state-

sponsored hybrid or non-state irregular forces.
(2) Approach. The enemy will be able to develop and execute complex, well-
considered plans targeted at western forces’ strategic, operational and tactical
vulnerabilities. They are likely to undertake Intelligence, Surveillance and
Reconnaissance operations in depth, carry out raids employing conventional
military and unconventional or irregular methods, and when the conditions are
in their favour, undertake armoured manoeuvre operations. They will set a high
priority on and undertake complex and agile information operations.
(3) Asymmetric. The enemy will generally only seek battle in advantageous
circumstances. Rear areas, ports, airports and Main Supply Routes (MSR) will
be threatened by conventional or irregular forces. They will be capable of low
effort access denial (mines, IED and demolitions). They will draw or manoeuvre
British forces into complex terrain, to engage them in a close fight in which their
dismounted capability can be more easily matched or overwhelmed, and where
British forces could be drawn into killing civilians.
(4) Constraint. The enemy is likely to be relatively unconstrained by

concerns of proportionality, truth and legality. They are likely to be prepared to
use the protection afforded by civilians and seek to coerce and intimidate the
civilian population, to their own ends. They will exploit civilian casualties
caused by the operations of British forces, to undermine the UK’s legitimacy.
d. Enduring Realities. The enduring realities of modern operations will be as

relevant at the operational level as at the lowest tactical level:
Political Context
Policy Constraints
ROE
Legal Oversight
Diplomatic Oversight
Media Oversight
Populated Operating Areas
Local Parties (who may be both the problem and the solution)
Joint Integration (especially air/land)
Cross-Government
Multinational Allies
Host Nation Partners
e. Training for the Next Operation. The next operation will be different from the
last. The primary focus of contingent training should be against the ‘worst case’:
combined arms operations against a sophisticated opponent in a populated
battlespace. The initial stages of the operation will be an intervention and in the early
stages, the force’s understanding of the operational area and key participants will be
limited. The opponent(s) may have capabilities equivalent to those of British forces;
in some cases they may exceed UK capabilities in quality and quantity. There may
be an air threat (fast air, attack helicopter, UAS and missile), to which British forces
have become unaccustomed. In battle, British forces may have to face and
overcome the real risk of tactical defeat. The deployed force may not initially enjoy
all the capabilities which have been deployed in recent campaigns, but they should
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build up as the force becomes established. The novel combination of new mission,
political direction, own and enemy capabilities mean that risks will be very different to
those experienced in the past. Critically, there is likely to be the requirement to
generate greater tempo in decision making and action to seize fleeting opportunities
on the battlefield, without the support of detailed target acquisition soak and
understanding.
f. Own Force Capabilities. The capabilities available to a contingent force on an

expeditionary operation are likely to grow incrementally. Commanders will need to
understand the constraints upon strategic lines of communication, ruthlessly prioritise
the deployment of capabilities and operate on austere scales. As capabilities arrive
they will need to be swiftly incorporated into the ‘Whole Force’. Commanders, their
staff and units will have had relatively little exposure to some of the capabilities in
training. In this context, commander should consider:
(1) CJIIM. The importance of a CJIIM approach in achieving the desired

operational outcome is stressed in paragraph 0107 and will be a recurrent
theme through this AFM. In advanced command training, formation HQ staff
should experience or give consideration to integrating with CJIIM assets and the
adoption of different planning procedures or structures, necessary to support
decision making in complex situations. At unit level and below, training should
include an introduction to the principal roles of other actors on the battlefield
(multi-disciplinary civil/military reconstruction teams, stabilisation units, civilian
police and other security agencies). Joint assets will be scarce during training,
but air-land integration in particular must remain a strong theme in training, with
simulation compensating in some areas for a lack of live platforms (paragraph
0108 refers).
(2) Command. C4ISTAR processes and procedures must be scalable,

adaptable and agile, to deliver effective C2 at varying scales of effort and
austerity. Staff training must develop through the training continuum. Initially
staff must establish a thorough grasp of the formal planning processes.
Thereafter they can adopt abridged processes to achieve tempo and adopt
more elaborate processes consistent with CJIIM operations, in a more complex
scenario. HQs at BG level and above must be routinely configured to manage
Joint Effects without reliance on specialist plug-in enablers. The
communications upon which command depends may have to be fought for.
(3) Information & Intelligence. The C4ISR process, the intelligence cycle,
reconnaissance and surveillance must be tested at all levels towards the end of
foundation training. The OPFOR must contest the ISR effort with active and
passive counter-surveillance measures. Detention and exploitation of Captured
Persons (CPERS) must comply with legislation. Information management and
exploitation must be conducted to realise the benefits and challenges. The
management of bandwidth is likely to be a significant constraint in the early
stages of an intervention operation. Concurrently the Army’s own ability to
deceive will be challenged. There are few ‘absolute’ secrets on the transparent
battlefield and forces will need to be creative in hiding their real intent.
(4) Firepower. Doctrine envisages the judicious application of direct, indirect,

air-delivered, precision and suppressive fires, blended with the full range of non-
kinetic effects. Such sophisticated capability must be developed at all levels
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through a progressive programme of conceptual, procedural and live training.

Highly dynamic Battle and Airspace Management should be practiced.
(5) Manoeuvre. Training should hone the ability to manoeuvre in the

battlespace without needing fixed infrastructure, i.e. living out of AFVs, other
vehicles and out of bergens. Friendly forces will often be dispersed. Success
will require concentration of force at the decisive point, mutual support, the
identification of key terrain and the ability to manoeuvre and position against a
manoeuvrable OPFOR.
(6) Protection. Thinking opponents will exploit weaknesses and training must
enhance all aspects of protection. Areas of training focus are: hasty and
deliberate defence drills; operational security22 (OPSEC); surveillance and
target acquisition planning (STAP); camouflage and concealment; counter
mobility; CBRN. The latter will equip the force for operations threatened by the
use of Weapons of Mass Destruction (WMD) or industrial hazards. It cannot be
assumed that operations will be undertaken in conditions of air superiority.
Training must take into account potential threats from fast air, attack helicopter,
UAS and missiles, and renew individual and collective understanding of air
defence. Force protection across the force will require careful consideration.
Operations in populated battlespace against a hybrid opponent may present a
360o threat. Force protection of key nodes (logistic and C2) and independent
movers on the battlefield (logistic convoys, medical teams, rebroadcast
vehicles, etc) should also be considered.
(7) Sustainment. Enduring elements of recent overseas deployments should

be reflected in advanced foundation training: G1 readiness, Rear Operations
Group procedures, optimising contractor support, exploiting logistic information
systems, employing hub and spoke logistics, expeditionary equipment care.
Recent operations have been supported by world-leading casualty/medical
evacuation and treatment. Training must sustain the excellent standards
achieved in unit level casualty treatment. However training must also condition
the force for those occasions when the mission is a higher priority than the
casualty or where rapid surgical intervention will not be possible on the
battlefield.
0121. Core Purposes of the Army23. The British Army 2020 will need to develop
forces for three overlapping and mutually supporting purposes, to fulfil the six military
activities in the land environment24.
a. Contingent Capability for Defence and Deterrence. The first and pre-
eminent requirement is for a combined arms land force, able to operate in close
concert with the other services, especially air. Whilst homeland defence will remain a
priority for the Army, there is no immediate conventional threat to the UK and the
preference would be to defeat threats before they reach the UK. Therefore in support
of the national interest, the Army must be expeditionary and if it is to be a deterrent, it
22
Physical security, security of information and counter surveillance.
23
Joint Concept Note 2/12: Future Land Operating Concept, dated May 12.
24
Complex and simple intervention (SDSR 10); security for stabilisation (SDSR 10); counter-insurgency;
peace support; peacetime military engagement and conflict prevention; and home defence and military aid to
the civil authorities. Army Doctrine Publication Operations, Nov 10.
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must be credible.
b. Overseas Engagement and Capacity Building. This second purpose,

capitalises upon the first. Failing or failed states will be a significant source of
instability and could threaten the national interest. Overseas engagement and
capacity building should prevent conflict and build multinational capability to maintain
stability. This role is likely to place a premium upon cultural awareness, language,
instructor and CJIIM planning skills.
c. UK Engagement and Homeland Resilience. It is anticipated that future

adversaries will seek to disrupt us at home and overseas, therefore there will be
some homeland defence roles for the Army. The Army will also provide niche
capabilities to UK resilience25 and will be prepared to augment the civil authorities
when their capacity is exceeded (although this task will not be a force driver). Finally,
the British Army remains a source of national pride and a defining feature of the
national identity; if we are to exert influence, we must maintain a relationship with the
civil community across the UK.
‘As soldiers, we engaged not only to fight the foreigner; but also to
support the Government and laws, which have long been in use
and framed by wiser men than we.’
Lieutenant General Sir John Moore, 1798
0122. The Influence of Policy on Training. The Army will never have enough time,
money or other resources to train for everything and therefore policy will impose
constraints upon the training that would ideally be undertaken by formations and units.
The intent will not be to constrain commanders unnecessarily; on occasion policy may go
as far as directing where, when and how training is to be conducted, but routinely this is
the function of command direction. Where policy has constrained the achievement of
training, the capability gap (training risk) is the responsibility of the commander of the HQ
which issued the policy.
0123. Resource Efficient Training. All Government spending is carefully

26
scrutinised and since Defence spending has been accorded a declining priority, in
relative terms, since the 1950s27, it can come under particular scrutiny. Whilst in many
organisations training can be considered a discretionary overhead, the importance of
military training is broadly supported. However there will be persistent pressures to ensure
that training is as efficient as it possibly can be; where emerging technology offers a
similar or better quality of training for less resource, it must be exploited. Those
responsible for training should ensure that Defence gets value for money; that resources
are identified, demanded, utilised and returned against defined timelines and levels. In
addition, and to support argument for additional resource, mechanisms for the objective
measurement of training achievement are essential. Consequently, some aspects of
25
Resilience is defined as the ability to detect, prevent, if necessary manage and recover from industrial,
technological, terrorist, man-made or natural crises (Land Component Handbook: Military Support
Operations in the United Kingdom).
26
The National Audit Office (NAO) scrutinises public spending on behalf of Parliament and focuses on three
strategic priorities: informed government, financial management and reporting and cost effective delivery. In
2012, the NAO undertook 22 financial audits, 4 value for money studies and 14 performance improvement
projects in the Ministry of Defence; comparable with the Department for Education (National Audit Office
Annual Report 2012, www.nao.org.uk).
27
Joint Concept Note 2/12: Future Land Operating Concept, dated May 12. p 2-5.
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training, particularly combined arms collective training, are likely to be directed in some
detail: when and where the training will take place, what standard is to be achieved and
what resource has been allocated. The commander will still have some discretion in how
to undertake the training, but will routinely seek advice from the Collective Training Group
(CTG).
0124. Risk in Military Training. There is a tension in military training and operations,
between our doctrine which espouses calculated risk-taking (mission command and
specifically the manoeuvrist approach) and legislation, national and international, which
seeks to minimise risk, at almost any resource cost. This and other supporting paragraphs
in this manual provide guidance to commanders on how to reconcile doctrine and
legislation in support of effective training. Risk is an extremely important factor in the
design, management and conduct of training. Risk is defined as an uncertain event or set
of events which, should it occur, will have an effect on the achievement of objectives 28.
Although this could be stretched to include the emergence of opportunities, risk is
generally understood to be negative. Risk has also been extended to encompass the idea
of danger, so an activity, the outcome of which is certainly positive, could be said to be
‘risky’ if there is a higher than acceptable probability of casualties. So in the context of
military training there are three overlapping areas of risk: safety risk, training risk and
operational risk. Their relationship is best illustrated using the example of training with
grenades during night live firing. In the past, the assessed safety risk (risk of death or
injury to those participating in an activity) of posting live grenades during night live firing
exercises was considered too high and therefore the activity was prohibited. This activity
therefore became a training risk (a training shortfall of a given force element compared
with the requirement), since units will not have practised fighting at night, employing a key
weapon. Upon operational deployment of the unit concerned, this training risk becomes
an operational risk (the chance that an operation will fail to achieve its mission), since the
unit will have a degraded ability to fight at night, which could result in tactical defeat.
a. Operational Risk. Operational risk is the chance that an operation will fail to
achieve its mission. In the worst case the result is a defeat and the loss of the force.
Operational risk is often associated with boldness or doing the unexpected, when in
fact bold and unexpected courses of action can often, counter-intuitively, be less risky
than more passive or conventional actions. The operation to capture or kill Osama
Bin Laden was high risk, but the risk was worth taking. Taking risk has and will
always be an essential part of human development and will be critical to who prevails
in combat – ‘who dares wins’. Unless we are prepared to take risk, the Army will
cease to be credible against anything but the most unsophisticated and tactically
inept enemy. Training enables commanders and staffs better to understand and
mitigate the risks they plan to take, and often provides commanders with the
opportunity to accept and practise taking operational risks (paragraphs 0314 on risk
analysis and management, and 0409 on training for operational risk management
refer).
b. Training Risk. Training risk is a shortfall in training of a given force element

compared with the requirement. Clearly this can exacerbate operational risk, in that
force elements are insufficiently competent to conduct advanced operations and
understand the risks they are taking. It is important to identify, capture and if possible
address training risk during a training progression. Training risk can be acceptable,
particularly if the force element is otherwise competent. It is imperative that the
28
JSP 892 Risk Management.
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commander and the chain of command above him is aware of any significant training
risk, since it will shape plans for further training such as Mission Specific Training and
wider force generation in the event of an operational deployment (paragraphs 0314
risk analysis and management, and 0315 training risk management refer).
‘Risk aversion in training, for example ceasing an activity

because it might lead to the death or injury of a single soldier in a
ten year period, could lead to a loss of expertise that will in turn
contribute to the death or injury of ten soldiers in one year of
operations’
Army Doctrine Publication Operations, Chapter 6, paragraph

0615, dated November 2011.
c. Safety Risk. Safety risk is the risk of death or injury to those participating in or
in the vicinity of an activity. Warfare is inherently dangerous so soldiers are expected
and must be trained and willing when necessary to do extremely dangerous things, at
risk to their lives, to achieve the mission. Whilst there are very few events in training
where the potential gain is worth a death, the closer a unit gets to a dangerous
operational deployment, the greater the safety risk we are prepared to tolerate. On
recent and current operations, few tasks are so critical that casualties are
‘acceptable’; but it remains the case that, in warfare, success in an engagement with
an enemy would often be unqualified, even if casualties had been taken, so long as
the mission was accomplished. The law allows for the correct approach: appropriate
safety risk to be taken in the right circumstances. Nevertheless the norms of the
civilian world seep into training practices and regulations, in a way which could
undermine advanced training and ultimately the attitude needed for operations. This
is particularly apparent when training is over-supervised, over-cautious and the
training audience has been relieved of its inherent safety duties. The ability to
operate safely is a key competence of every officer and soldier, and is, or should be,
a training objective in its own right (paragraphs 0125 the approach to safety in
training, 0314 risk analysis and management, and 0316 safety risk management
refer).
0125. The Approach to Safety in Training. Commanders and those directing or

managing training should adhere to the following guidance:
a. Training must be conducted in accordance with Service regulations unless a

formal waiver has been received from the appropriate 2* officer, in which case the
terms of the waiver must be followed.
b. All personnel with training management or safety responsibilities must be

competent and qualified, or otherwise authorised for their role.
c. Whilst every soldier and officer has an individual responsibility for the safe
conduct of tasks; under Queen’s Regulations, safety is the responsibility of the
commanding officer, in barracks or on operations. To maintain as safe a working
regime as possible, the commander will employ a network of competent, qualified or
authorised subordinates.
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d. Training safety procedures (regulations, supervision and method of operating)

should, as far as possible, match operational safety procedures.
e. Safety measures must be appropriate for the experience and competence of

those in training29.
f. As a unit moves through a training progression, safety controls should be

transferred from an external training organisation to the chain of command, such that
at the culmination of the unit’s training, the chain of command is able to control all
safety risk.
g. Safety measures must be appropriate for the full range of safety risk factors,
such as the weather, type of ammunition, terrain, availability of medical support. As
far as possible the risks must be fully understood and the control measures in place
briefed to all personnel participating in the activity.
h. When individuals or force elements are about to go on operations, consideration

must be given to gaining formal dispensation for a suitably safe transition to
operational safety procedures and distances.
29
For example, soldiers doing an activity for the first time in Phase 1 training would be more closely
supervised and/or less exposed to dangerous situations than fully trained soldiers who had done the activity
many times before.
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CHAPTER 2
ENABLING TRAINING
Contents
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CHAPTER 2 ENABLING TRAINING
Section 1 – Determining the Training Need
0201. General. Having considered CONTENT

why the Army needs to train and Subject Page
influences which set the context within Determining the Training Need 2-1
which the Army trains, this Chapter Governance 2-4
Assurance 2-7
describes those enabling processes or Training Enablers 2 - 11
capabilities without which effective training Annex
cannot take place. Sections 1 to 3 DSAT QS 2-A-1
covering broad training enablers:
determining need, providing direction and assurance. Section 4 addresses specific
training enablers, such as scenarios, training areas and instructors; all of which will shape
how we plan and design training in the future.
0202. Training Need. A Training Need is an Army requirement for training, rather
than a need of training by any particular individual. Training needs are ultimately derived
from Defence Strategic Direction and Military Tasks. One of the following events will
usually trigger a need for training:
a. A new or revised operational requirement.
b. Change in doctrine or procedure.
c. Procurement of a new capability.
d. Assessment of individual or group performance.
e. New business process or legislation.
However when considering individuals, there will be a need for continuous education
throughout a career and requirements for periodic training to mitigate skill fade and
assignment into new posts.
0203. Defence Systems Approach to Training (DSAT) Quality Standard (QS).

DSAT QS sets out the strategic principles to be applied to the design of individual training
across Defence, but it can also be applied to other categories of training. It is a Defence-
wide method for the design and planning of training through a series of logical steps that
constitute a cycle as described in Figure A-2-1. It should deliver efficient training exploiting
the most effective methods, taking account of other systems related to training such as
personnel management, logistics and finance. In simple terms, it commences with the
identification of the training need, followed by training design and then training delivery.
Continuous improvement covers initiatives by those responsible for training delivery to
ensure that they are delivering the best possible training within the direction set, whilst
Evaluation is a broader process, which considers whether the training meets the
requirement. DSAT QS is described in greater detail at Annex A and in JSP 822, Part 4.
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Fig A-2-1 The DSAT Model
0204. Training Management Responsibilities. In general, three groups have

management responsibilities for training:
a. Training Requirement Authority (TRA). The TRA represents the end-user of

the trained output, usually deployable Army units. It is the ultimate authority for the
derivation and maintenance of the Operational Performance Statement (OPS), is
responsible for the evaluation of training (Annex A refers) and ensures that an
appropriate Management of Training System exists. TRA responsibility will normally
rest with the Capability Directorates (CD) who can fulfil both the end user
representative and policy lead function. Regulations for TRA and their areas of
responsibility can be found in AGAI Vol 2 Chap 56.
b. Training Delivery Authority (TDA). The TDA is the organisation responsible

for the provision of training or education to agreed standards and policies. Routinely
TDAs are the colleges and schools within ARTD, for individual training, but Army
personnel may also attend Defence Colleges. The Collective Training Group is the
TDA for collective training. The TDA will routinely undertake a significant proportion
of the Training Design work, to meet a requirement dictated by the TRA.
c. Deployable Army. The deployable Army has a foot in both TRA and TDA
camps. It is the end user represented by the TRA and will routinely set or endorse
requirements taken up by the TRA. However the deployable Army also has a
significant responsibility for the delivery of training following the assignment of
individuals to units (Annex A refers). Finally, since training is a command
responsibility, ultimate responsibility for the trained state of the Army rests with the
chain of command.
0205. DSAT – Strengths & Weaknesses. DSAT is a widely endorsed mechanism

for designing and justifying training. Whilst many of the extant systems are tailored
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towards individual training, the principles can be applied to all categories of training.
However there are strengths and weaknesses that can be associated with DSAT:
a. Discipline. DSAT affords a common, disciplined approach to training design.

It includes defined taxonomy, which aids personnel and organisations in discussions
about training.
b. Management. Applying DSAT to a training need and employing its principles in

the design of training does not need to be bureaucratic; through considered
management and agile application, DSAT provides benefits in training delivery.
c. Agility. Needs Analysis and Design must be agile, to support the Army’s
requirement to force generate and meet rapidly changing and uncertain missions.
The key lies in the Evaluation process which must include an element of reflection
and foresight, to ensure that DSAT is a ‘double-loop’ training design process and that
the Army is doing the ‘right training’, rather than simply ‘training right’.
0206. Training Optimisation. Training Optimisation is a Defence-wide initiative to

optimise learning through a blended learning culture, which combines educational and
training methods, media and environments to improve learning effectiveness and
efficiency. The vision encompasses a strategic change of emphasis from predominantly
institutionalised, residential, classroom-based training and education towards a more
distributed learner-centric approach. Managed, web-delivered learning media will be
made available to the Defence Information Infrastructure (DII), the internet, all learning
centres and classrooms. Delivery to mobile devices will be supported, as this technology
matures and becomes cost-effective. The following benefits can be achieved through
Training Optimisation:
a. Reduced cost of learning through shorter residential courses, reduced travel

costs and reduced costs of hardcopy learning material.
b. Learning material which can be updated quickly and easily.
c. Shorter student pipelines, since blended learning will compress training delivery
times.
d. More effective learning, as a result of improved concentration, receptiveness,

better understanding and retention.
e. More consistent, accessible and controllable learning material which supports

different learning styles.
f. In the classroom, instructor-led learning media reduce lesson planning time and
speed up learning delivery, allowing more time for interaction and consolidation.
g. The potential for easy single-point access to learner records.
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Section 2 – Governance
0207. Collective Training Governance. The governance of collective training

employs a similar mechanism to DSAT in that it defines a training requirement (needs
analysis), directs, constructs and refines the training progression (design and
development), executes (delivery) and reviews training (evaluation). Given Joint and
Army structures and the requirement for coordination, rather than a three step DSAT
process, Army Collective Training Governance is divided into six stages (for further detail
see paragraph 0302):
a. Define. Within the context of Defence Policy, Commander Force

Development and Training (FDT) defines the capabilities and
competencies required, not only for current, planned and contingent
operations but also to deliver the breadth of capabilities required by Define
Defence. Commander Joint Forces Command (JFC) confirms the
operational requirement and DG Capability provides force
development and capability management input.
b. Direct. Commander Land Forces (CLF) directs which

capabilities and competencies are to be developed for specific
operations, whether current, planned or contingent. In giving this
Direct
direction, he takes into account real world constraints1 that limit what
can be achieved. CLF’s direction is issued in his Training Directive,
supported by policy from Directorate Training (Army) (D Trg (A)).
c. Construct. DG Army Recruiting & Training (ART) constructs the

combined arms Foundation Training (FT) and Mission Specific Construct
Training (MST) as directed by CLF.
d. Refine. GOCs and Comd JHC are responsible to CLF for the
delivery of Force Elements (FE) with the competencies that he has
directed. Through their chain of command, they are responsible for Refine
individual, crew and special-to-arm training. They refine the combined
arms training constructed by DG ART, with ARTD in support of GOCs
and Comd JHC.
e. Execute. The GOCs and ARTD execute the agreed training

plan. The execute stage produces FEs fit to deploy with any training Execute
risk captured2 and identified to the employing HQ (normally PJHQ) by
CLF.
f. Review. The effectiveness of the training is reviewed by FDT,

with input from CLF and the GOCs, and areas for improvement or
modification are identified. Timely feedback should ensure that the
force preparation process continues to improve. It should also provide Review
objective evidence to support the case for additional resources where
these are required. Assurance of training is included within the
review.
1
Time, funding, availability and equipment.
2
Mechanisms for the capture and management of risk are detailed at paragraph 0315.
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0208. Coordination of Joint Training. As part of Defence Reform and the

establishment of the Joint Forces Command (JFC), the coordination of Joint training and
its influence upon single Service training is likely to evolve significantly in the coming
years. Amongst other tasks, JFC manages the Defence Exercise Programme (DXP) and
promulgates Theatre Entry Standards (TES) and Capability Requirements, expressed in
the Joint Task List (JTL), for all operations and contingent forces, across Defence. The
Front Line Commands (FLC) remain responsible for force generation, but to standards and
requirements set by JFC. JFC also has a role in the validation of forces prepared for
contingency or operations. Whilst the DXP is in part driven bottom-up by formation and
specialist units programming their own training, overall priorities are set by the MOD
Operations Directorate, to assist in the allocation of ‘pinch point’ joint enablers (Air
Transport, medical support, etc). Once objectives, participation and funding are finalized,
the Army Directorate of Operations and Contingencies (ADOC) identifies suitable force
elements to participate in joint training and tasks them accordingly. The JFC also sponsor
significant Combined Training and the lead time for training events supported by Other
Government Departments (OGD) and other nations routinely exceed 18 months.
0209. Individual Training Governance. On an annual basis, the TRA reviews their
liability, which they are required to man, and informed by manning priorities, set by
Directorate Manning (Army) (DM(A), derive a Statement of Training Requirement (SOTR).
The SOTR is submitted to DTrg(A) for their review and endorsement. Once endorsed the
figure becomes the Statement of Training Tasks (SOTT) which is then passed to ARTD
and the relevant TDA for the execution of individual training. Within ARTD there is further
work to coordinate recruit inflow with training.
0210. Training Doctrine, Policy & Direction. Training doctrine and policy are closely
related, but the principal distinction between the two remains: training policy dictates
‘What’ training should be undertaken, whilst training doctrine explains ‘Why’ and ‘How’
training should be undertaken. Legislation will apply additional constraints. Command
direction will draw upon
policy, but will set priorities,
the concept of how training
will be delivered and
coordinating detail for
subordinate formations and
units. The relationship is
described in Figure A-2-2.
Policy is drawn from
Defence Strategic Direction,
from which Joint training
policy and direction is
generated. The FLCs will
each maintain their own
policy for training and
Service commanders will
generate complementary
training directives. Similarly
training doctrine will be
subordinate to higher level
Army, Joint and Defence Fig A-2-2 Training Doctrine, Policy & Direction
doctrine.
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0211. Role of the Commander in Training. The most important principle of training
is that it is a function of command. Commanders must inspire training, with clear intent
and support the design and planning, through creativity and the application of experience.
Whilst this document provides a doctrinal approach to training, other documents providing
policy and command direction will be passed down the chain of command from CLF to unit
level. Commanders down to unit level should issue specific direction on training and
ensure that they hold appropriately trained and resourced training staff, to support the
implementation of their directives. They must take an active interest in training
achievement throughout a progression, focusing in particular upon command and other
key capabilities. They must ensure that safe systems are employed (paragraph 0316),
understand and track training risk through the progression (paragraph 0315) and enforce
the efficient management of resource (paragraph 0308.a.).
0212. Staff Roles in Training. At formation level, there will usually be dedicated G7
training staff officers, who will be responsible for the planning and coordination of training,
in line with Governance: allocation of resources, coordination of subordinate unit training
activities and the detailed planning of formation level training, to meet the commander’s
training direction. Much of the day-to-day coordination of training will fall to G3 Ops and
O&D staff. It is advisable to run periodic training conferences, chaired by formation COS,
to coordinate training and assess progress against the Commander’s direction. It is
strongly advised that similar structures are adopted at unit level, reflecting the formation
structure. Whilst there may not be dedicated training staff officers at unit level, training
responsibilities can be shared across unit HQ staff, usually coordinated by the Unit 2IC.
Most Capability Directors are supported by Training Development Teams (TDT), which are
responsible for analysing training requirements and designing training. TDTs are a
valuable source of information for all officers and NCOs with respect to the design,
planning and conduct of training. Further detail in designing and planning Army training is
in Chapter 3.
Fig A-2-3 Air-Land Integration on Overseas Training Exercise (OTX)
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Section 3 – Assurance
0213. General. Assurance is key part of the Governance process; it is required for
three reasons. Firstly it is required to ensure that individuals and units achieve the
objectives set for them in training direction (assessment of performance). Secondly, it is
required to ensure the training is being delivered in a proper manner (assurance
activities3). Thirdly, and more broadly, it is required to ensure that the training need and
objectives have been correctly identified (capability management). In an uncertain future,
without a monolithic operational requirement against which to train, where the operational
requirement will be based upon assumptions, the latter form of assurance will become
increasingly important.
Assessment of Performance
0214. Training Objectives. The ability to assess performance rests upon training
objectives linked to the encompassing training need. All training must have objectives,
which should be precise statements of what the training audience should be able to do, on
completion of training. Training objectives must be measurable and should have three
constituent parts: the performance or task required, the conditions under which the training
audience must perform and the standard to which the training audience must perform.
0215. Evidence-based Assessment. As far as possible, assessment of performance

in training is based on evidence. There remains a need to balance objective and
subjective assessment. Objective assessment is relatively simple for tasks in which there
are set procedures or mechanical processes. More complex activities, for example those
involving interaction between people or judgement, are less amenable to objective
measurement and will require some form of subjective assessment. For example, an
objective assessment of a section undertaking a section attack, might record factors such
as success or failure, time taken, ammunition expended and casualties incurred, but
additional subjective assessment might consider the effectiveness of the commander,
mutual trust within the section and other human factors. All assessments will require a
blend of objective and subjective judgements, but all should be based upon evidence.
When delivering assessments either to the student audience, or to more senior directing
staff, assessors must clearly distinguish between their own subjective and objective
judgements.
0216. Capturing Training Risk. Risk in the context of military training is introduced
at paragraph 0124. Evidence-based assessment facilitates the capture of training risk.
On completion of a training activity, such assessments of performance support
identification of strengths4 (where standards have been met or exceeded) and
weaknesses or gaps (where standards have not been achieved), so that the next training
activity in the progression can be tailored to the training audience’s needs. The training
progression should be as efficient as possible, allowing for necessary repetition.
Increasingly, training management and information systems5 are used to assist in the
management of training risks. Finally, an evidence-based assessment of the trained state
of a unit at readiness facilitates the rapid development of bespoke mission specific
training, once the character of the operational deployment has been identified. Further
guidance on the management of training risk is at paragraph 0315.
3
JSP 822, Part 2, Training & Education Glossary.
4
Observations from training should also be captured as part of Training Exploitation (TrgX), Chap 3 Sect 2
refers.
5
Such as Training Administration Financial Management Information System (TAFMIS) and EXONAUT.
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Assurance Activities
0217. General. Assurance activities ensure that training is delivered in a proper

manner, conforming to policy and meeting requirements. Whilst evaluation should be a
continuous process underpinning assurance of training; specific assurance activities,
typically audits, are undertaken at three levels:
a. First Party. First party audit comprises activity undertaken by the training
deliverer for internal purposes, which can form the basis of the organization’s self-
declaration of conformity; most importantly, it provides the basis for continuous
improvement. It is undertaken by the chain of command and an example would an
audit of a school’s training management system by its HQ staff.
b. Second Party. Second party audit comprises activity undertaken by parties

external to the training deliverer, which could include the Training Requirements
Authority. The Army Inspectorate Branch has the lead for provision of second party
assurance for all Army activity across Defence.
c. Third Party. Third party audit is that undertaken by organizations independent

of the Training Delivery Authority and its chain of command; for example OFSTED 6
inspections of training establishments.
0218. Evaluation and Validation. Evaluation and validation are core training
functions under DSAT. Evaluation is the process of making a judgement as to the worth or
value of training. It examines the impact of policy, assessing what has been achieved, the
effectiveness of policy and whether this has contributed to the achievement of goals.
Validation supports evaluation and is broken into Internal Validation (InVal) and External
Validation (ExVal), which are explained in greater detail at Annex A.
Capability Management
0219. Introduction. Capability management7 is the responsibility of Director General

Capability (DG Cap) and the Capability Directorates (CD), who are routinely also the TRA
(paragraph 0204.a. refers). DG Cap works very closely with Defence Equipment and
Support (DE&S), who acquire Defence equipment and support it through life. The manner
in which capability is managed in the Army has significant implications for training.
Therefore those involved in the planning and delivery of training must have a basic
understanding of how capability is managed and how training requirements are derived
and developed, so that they can play their part in ensuring that training and wider
capability remain relevant. The CDs identify new capability requirements or the need to
replace or upgrade obsolete capabilities by a number of means:
a. An Urgent Operational Requirement (UOR) to meet a specific threat or

environment, as articulated by Chief of Joint Operations (CJO).
b. A capability audit designed to review existing capability against strategic aims,

outputs and assumptions given in Defence Strategic Direction (DSD), to determine
6
Office for Standards in Education, Children’s Services and Skills (OFSTED) reports directly to Parliament,
is independent and impartial. It inspects and regulates services which care for children and young people,
and those providing education and skills for learners of all ages. (http://www.ofsted.gov.uk/)
7
Details of Through Life Capability Management can be found in the Acquisition Operating Framework
(www.aof.dii.r.mil.uk/aofcontent/tactical/tlcm/).
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any new or updated capabilities required. This audit includes detailed analysis
against endorsed scenarios and is underpinned by evidence from experimentation
and research.
c. Lessons identified during operations and training, which identify a capability gap
or a need to review the integration of an in-service capability, across all Defence
Lines of Development (DLOD). If a lesson from training or experimentation is to
stand up to higher level scrutiny, the scenario and tactical tasks must be linked to
policy.
0220. Training DLOD – A Priority. When new capabilities are proposed, the
associated ‘ease of use’ must be considered at the outset. There are many examples
across Defence where a system has been procured only to saddle the Services with
significant training bills. The start point for all man-machine interfaces should be that
soldiers should either be able to teach themselves to operate it by playing with it, or it
should draw upon man-machine interfaces, common in the wider world. Thus all vehicle
controls should mimic those of a car and it should be possible for an IT literate soldier or
officer to operate all tactical communications equipment, without additional training.
Where mimicry with civilian life is not possible, the interface should be genuinely intuitive.
Divergence from this principle should be specifically authorised, with the consequent
training bill properly expressed at the earliest stages in the procurement process.
0221. CONEMP and CONUSE – Deriving a Training Requirement. Acquisition of

military capability will always be challenging when there are constraints upon available
finance, yet it remains a strategic imperative to maintain a technological advantage. Whilst
there are more rapid systems to facilitate the acquisition of UORs, Figure A-2-4 illustrates
the routine process for the acquisition of military capability.
Endorsed Interim Concepts (EIC)

MOD Policy
Analytical Concepts
Defence Strategic Direction (DSD)
Higher Level Operating Concept (HLOC) Technical Instructions (TI)
Future Land Operating Concept (FLOC)
Doctrine Applied Concept

JDP 01 Campaigning
ADP Operations Concept of Employment Concept of Use
AFM Vol 1 Part 2 BG Tactics (CONEMP) (CONUSE)
CONEMP describes how a new CONUSE is developed from the

capability will be employed. It CONEMP and describes the way
does not pre-suppose any specific in which a specified capability is to
solution. Mature CONEMP be employed in a range of
required before Main Gate. activities, operations or scenarios.
CONUSE required as the
Initial Main capability approaches In-Service
Gate Gate Date.
Concept Assessment Demonstration Manufacture In-Service Disposal
Fig A-2-4 The Acquisition Cycle and how it is informed by CONUSE and CONEMP
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A CONEMP is derived from doctrine and analytical concepts and will be developed in
accordance with DSD. A mature CONEMP is required before a capability can proceed to
Main Gate, a review which represents the main investment decision on a programme. It is
at this stage that the training bill must be clearly articulated and the impact understood.
The CONUSE will be developed from the CONEMP and is required as the capability
approaches its In-Service Date. The CONUSE will be maintained and developed as
necessary for as long as the capability remains in-service. The DSAT process is
employed to develop the training requirement from the CONEMP or CONUSE; it is the
core business of TDTs under the direction of TRAs and follows the following steps:
a. Task Scalar. From the CONEMP/CONUSE, the TDT will develop a list of tasks
which personnel will be required to fulfil; this is called a Task Scalar.
b. OPS. The OPS is derived from a combination of the tasks within the Task
Scalar, the conditions under which the tasks are to be completed and the standards
to be achieved. The latter two factors are routinely derived from doctrine.
c. Difficulty, Importance or Frequency (DIF). Each task is then rated by DIF

and given a training category, which related to how proficient the student must be at
the task in question, on completion of training.
d. Formal Training Statement (FTS). The final stage in the process is

articulation of the FTS (Annex A refers).
0222. Agility in Training. As highlighted at paragraph 0119.b, there is a requirement

for CDs and Arm & Service Schools to maintain an ability to rapidly transform training, in
the event that a new capability is required, to meet an unanticipated character of conflict.
This activity might be utilising core equipment in a new manner, or it might involve the
fielding of an entirely new capability. However there would be a requirement to introduce
the new capability into all categories of training, concurrently, if the capability is to be
fielded operationally within 12 months. The task is significant: instructors would need to be
trained, individual and potentially team training courses developed, the capability would
need to be integrated into collective training events and possibly also in-theatre training.
Fig A-2-5 105 mm Light Gun Detachment in Direct Fire Role

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Section 4 – Training Enablers
0223. General. Whilst earlier sections explain how training is enabled in the widest
sense through identification of need, direction and assurance, this section will address
specific enablers which underpin a training progression and individual training activities.
High quality training need not be resource intensive, but should exploit all enablers to best
effect.
0224. Force Generation. As introduced in paragraph 0106, training is a significant

activity within force preparation and generation. However there are aspects of force
generation which enable training, specifically the building of the Whole Force (CJIIM and
Reserves) and the provision of training support capabilities. At the time of writing Army
and Joint force generation processes are optimised to support the campaign in
Afghanistan, but as that campaign concludes, they will be adjusted to meet contingent
requirements. Force generation is complex, but in simplistic terms, it takes force elements
and prepares them along four lines of operation (manning, equipment, training and
sustainment) to be at specified readiness for a specific mission. The duration and
complexity of the force generation process will vary with political imperative and appetite
for risk, complexity of mission and available time. In recent years force generation
processes have been anything from a couple of weeks to 15 months. The Army employs
a longer term forecasting tool which allocates units to commitments looking five years into
the future. It is currently called the Army Commitments Matrix8 (ACM) and the longer
timeframe is synchronised with financial planning and enables the allocation of units to
exercises throughout a readiness cycle. Force generation for contingency is likely to be no
less complex than the current system. Particular challenges will include:
a. Reserve. The Reserve is currently force generated employing a Graduated

Commitment Mechanism (GCM). It focuses the Reserve on reinforcing the Regular
Army, in those trades where it is practical and credible for them to do so. The GCM
invests resources into those individuals who are preparing for operations, whilst
reducing training activity for the remainder. This latter group will concentrate on
building a foundation of core military skills in preparation for future demands for
mobilization and on ‘enabling’ those who are preparing for current or contingent
operations. Whilst the Future Reserve structure and role is yet to be detailed, future
force generation processes are likely to be similar to the current GCM. The GCM
comprises five stages, described below and in Figure A-2-6.
(1) Step 1. Recruitment and Phase 1 training.
(2) Step 2. Foundation Training 1 starts trade training and enables further
personal development. Those who have returned from mobilization and thus
are constrained from further mobilization for a period9, or who are not available
for commitment to operational training, will remain at Step 2. (The majority of
personnel that administer the TA and enable its training reside in Step 2).
(3) Step 3. Foundation Training 2 is the point where a soldier decides that he
is available and is earmarked for future mobilization. Training brings individuals
up to MATT Training Level 1 (see Figure B-4-2) standard of individual skills and
completes the trade training described in the Work-Based Training Statement.
8
Formerly known as the Operational Commitments Plot (OCP).
9
MoD policy ‘Defence Intent for Reserves’: a Reservist is mobilised for no more than 1 year in 5. RFA 96
provides a legal basis constrain remobilization for defined periods.
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(4) Step 4. Mission Specific Training 1 is point at which the soldier is

earmarked for a specific operational tour and completes generic and trade
training geared to the operation. Individuals become closely integrated with the
Regular unit with which they will deploy, training with them where appropriate.
(5) Step 5. Mission Specific Training 2 is conducted as a fully integrated

soldier with the deploying unit. This step commences with mobilization of the
individual.
Step 1 Step 2 Step 3 Step 4 Step 5

Inflow Foundation Develop Integrate Mobilize
Finish
Initial Ph2 18 months MST
Trg (15 days) before
mobilisation CALFEX /
Phase 1 Mission CFX to
Training CT1 CT2 Specific CT3
Training
MATTs MATTs (MST)
Deploy
Level 2 Level 1
(6 Months)
POTL &
IOT IOT IOT IOT
Pass Out Stay be selected achieve
Demob
for deployment readiness
Fig A-2-6 The Graduated Commitment Mechanism
b. Joint, Multinational and Civilian. Given that future operations are likely to
require a CJIIM approach, force generation processes will need to be driven by Joint
priorities, from which the Front Line Commands (FLC) will generate force elements.
Whilst recent operations have provided some experience, there will be a requirement
to force generate Government employed civilians, contractors and synchronise UK
efforts with those of other nations, potentially including a host nation.
c. Training Support. The provision of training support will be a more significant

activity for all deployable Army units. Whilst the Regular Army Assistance Table
(RAAT) provides a model, the scale of the task in future will necessitate even closer
integration with wider force generation processes.
0225. Resources. Resources which enable training include: people, time, training
facilities, equipment, consumables (fuel, ammunition, rations, spare parts, etc) and money.
In designing and planning training, resource requirements must be given early
consideration, since there will always be constraints upon availability (paragraph 0123
refers). The Army has a contractual relationship with DE&S. Army HQ is allocated its
budget by the MOD for all aspects of Army activity to meet the Defence Plan. It is the
Army’s responsibility to set the requirement for equipment procurement, equipment
support and inventory; the requirement and associated costs are articulated in the contract
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between Army HQ and DE&S. In-year monitoring enables the Army to make adjustments,
within delegated authorities and measure DE&S performance against the contract.
Further guidance on the design of training and application of resources is at paragraph
0308.a.
0226. Scenarios. Scenarios should be constructed within a holistic environment that

provides real world levels of depth across the physical, human and information domains
and evidence-based opposing forces (OPFOR) who provide a scalable threat (paragraphs
0120.b. and c. refer). The purpose of scenarios is to enable the application of knowledge,
skills and attitudes developed in training and education. They must therefore present
varying levels of fidelity that are appropriate to the training being undertaken, effectively
providing as much or as little context as is required: A rifle company undertaking a live
firing attack for the first time will require only a simple scenario, allowing them to focus on
the mechanics of the attack, but a similar activity at the conclusion of their training
progression will require a significantly more complex scenario. Increasingly scenarios
should be based upon real world situations and there should be one overarching general
idea common to all training and education across the Services.
0227. Training Areas. Given resource pressures, and the increasing intelligence,
manoeuvre and weapons effect space requirements it is likely that the need for training
estate and assets, real and simulated, will increasingly need to be centrally defined and
funded to meet the requirements of the ‘Whole Force’. Given that the Army will be training
for a contingent future, the theatre and types of operation cannot be predicted. The Army
will require a range of real and simulated training estate and supporting assets, including
urban, industrial, littoral and rural, and environments (paragraph 0120.b. refers), with the
ability to texture each estate and asset to meet specifics of the new operation. The focus
of training infrastructure development should be on core UK training sites, with investment
overseas only for activities or environments that cannot be replicated in the UK. There will
be constraints upon what can be achieved in the real environment and therefore we should
exploit complementary digital terrain, to afford the opportunity to undertake mission
specific training on geo-specific terrain in a simulated environment.
Fig A-2-7 Training in Arduous Conditions

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Improvisation and Creativity in Training: 3 PARA OP CORPORATE
3 PARA was a well-founded battalion when it was stood up for operations in the
South Atlantic on 1 April 1982, following the Argentinean invasion of the
Falkland Islands. It had recently benefitted from a round of company level
Airborne exercises, a battalion level exercise in Canada culminating in a
battalion level CALFEX, exercises in the Oman, a Bde level FTX and earlier in the
year a series of cadres.
Although it was the Spearhead Battalion and provided the UK Leading

Parachute Battalion Group, its collective capability was constrained, since the
battalion was a low priority for the issue of the new tactical radio, weapons and
other equipment coming into service at that time. Priorities were swiftly
amended and between the 2 and 7 April, the Battalion re-equipped, adjusted its
order of battle, and conducted low level training such as shooting and platoon
level tactics. By the 9 April 3 PARA had embarked on the liner Canberra along
with two Royal Marine units and settled down for the long run south to the
Falkland Islands via, although not known at the time, Ascension Island.
It soon became clear that, as a result of political negotiations, 3 PARA would

remain embarked for longer than envisaged and that a strict regime of training
for battle would have to be maintained if the Battalion was to keep its edge. This
was set against a back drop of limited space, resources, and operational
limitations such as EMCON.
Each day companies had to complete two periods of fitness training, one of
which had to be battle PT using improvised equipment such as the timber
baulks, used for the ship’s damage control; hawsers replacing ropes; and
‘surplus’ metal replacing weights. Conversion onto the Clansman range of
radios included practical work being carried out in the ship’s spaces below the
water line to avoid radiating. Shooting practice was conducted off the afterdecks
against improvised targetry and the anti tank platoon, with excellent
forethought, trained with the then new Milan missile system against radio
controlled model tanks which they had purchased prior to embarkation. Other
training programmes covered diverse subjects such as survival, conduct after
capture, advance medical training down to an individual level, developed the
depth of understanding about the terrain and enemy as well as providing cross
training opportunities to ensure key equipments and functions could be
maintained once operations began.
In early May the assembled fleet paused at Ascension Island which provided the
opportunity to practice helicopter assault and amphibious landing drills, in
addition to field firing, and battle marching.
From then, until 3 PARA cross decked onto HMS Intrepid in mid Atlantic on the
19 May, the focus remained on the further development of skills, fitness
training, and understanding. This effort culminated in the Battalion being able to
successfully conduct an amphibious landing, defensive operations, an
approach march across East Falkland Island on light scales, patrol operations,
and a night attack against a determined enemy within a time span of 5 weeks, in
poor weather conditions, and rugged terrain.
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Fig A-2-8 21 May 1982. OP CORPORATE - Green Beach - Port San Carlos -
3 PARA Landing
Photo: Graham Colbeck
0228. Learning Technologies10. Learning technologies may provide new methods

and media to support, manage and deliver training. They may also afford opportunities to
better integrate training into the workplace, bringing advantages such as readily accessible
refresher training to mitigate skill fade. However they should not be considered a panacea
for training deficiencies. They will require users to hold certain Information Communication
Technology (ICT) proficiencies and they will require technical support. Also such
technologies will evolve at a pace consistent with the wider evolution of electronic and
information technologies. In accordance with Defence’s strategic vision for Training
Optimisation (paragraph 0206 refers), training organisations should have some discretion
to exploit opportunities to optimise training through the exploitation of learning
technologies. Experience gained should then be shared across a common user
community, at which point opportunities for strategic investment in learning technologies
can be identified. Exploitation of learning technologies must take a holistic approach to
training design and the scheduling of training. Where learning technology is simply ‘bolted
onto’ an existing solution, it can be to the detriment of the capability. Before a learning
technology solution is pursued, there should be strong evidence that it will:
10
Learning technology is defined as ‘the broad scope of technologies (including hardware, software and
communication networks) that can be used to support, manage and deliver training’. Defence Manual of
Training & Education Glossary, JSP 822 Part 2. JSP 822 Part 3 Chapter 5 Learning Technology.
2 - 15
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a. Encourage student-school contact.
b. Encourage cooperation between students.
c. Encourage active learning.
d. Give prompt feedback.
e. Emphasise time on task.
f. Communicate high expectations.
g. Respect diverse talents and ways of learning.
Within Defence, the Defence Centre of Training Support (DCTS) Learning Technologies
Research and Development Team are the foremost experts in Learning Technologies and
can provide advice and guidance. Other useful sources of information include commercial
conferences such as the annual ITEC11 conference: a forum for representatives from the
military, industry and academia to connect and share knowledge with the international
training, education and simulation sectors.
0229. Simulation12. Ultimately all training is a simulation of real activity, but the
expression is routinely used to mean the use of simulation technology. Simulation
technology is a key tool in training. A number of relatively new learning technologies are
employed to provide simulation in military training. Government policy is likely to
encourage greater use of simulation in the future. The increased use of simulation could
deliver more effective and more efficient training and the optimal training progression is
likely to employ a blend of live and simulated training. There are four principal types of
simulation employed by the Army:
a. Instrumented Live Training/Firing. Comprises real people, using real

equipment in a real environment, with synthetic enhancement but without simulated
effects: e.g. field firing with smart targetry and AAR capability.
b. Live Simulation. Comprises real people, real equipment in a real environment,

with simulated effects: e.g. Tactical Engagement Simulation (TES).
c. Virtual Simulation. Comprises real people, simulated equipment in a

simulated environment with simulated effects: e.g. Combined Arms Tactical Trainer
(CATT, DCCT, VBS2 based training).
d. Constructive Simulation. Comprises real people, simulated personnel in a

simulated environment with simulated equipment and effects: e.g. Command and
Staff Trainer (CAST, BC2T).
11
http://www.itec.co.uk/.
12
Simulation is defined as ‘a means of reproducing, in a specially created environment, a representation of
the real working conditions to enable a trainee to acquire and practice with minimal risk some of the skills,
knowledge and attitudes required in their job. Simulation does NOT have to involve technology. It can
include simulating the real job through role plays and following tasks and processes in a controlled
environment such as the classroom.’ Defence Manual of Training & Education Glossary, JSP 822 Part 2.
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0230. Instructors. Effective instructor selection and training underpins the Army’s
ability to train and therefore deliver operational capability. In conceptual terms, the Army
envisages two types of instructor: Workplace Trainers and Army Instructors. Workplace
Trainers are NCOs and officers trained through the career management and professional
development courses to deliver and oversee instruction in the workplace. Army Instructors
are NCOs and officers selected and then trained to deliver and oversee instruction in
training establishments. Distributed training may be delivered by either type of instructor,
but Workplace Trainers will need greater support and guidance to plan, develop and
deliver formal training sessions in this context (Figure A-2-9 refers). Where civil servants
or contractors are employed as instructors of military personnel, they must attend the
same courses and achieve the same qualifications as military instructors.
WORKPLACE TRAINING DELIVERY

JNCO CLM Pt 3 SNCO CLM Pt 3 WO CLM Pt 3
PNCO CLM WBL
JOLP 1 WBL
JOLP 1 WBL
JOLP 3
Workplace Workplace
Assistant Workplace
Workplace Trainer Trainer Trainer
Trainer
Supervisor Developer
DISTRIBUTED TRAINING DELIVERY
Army Instructor Army Instructional

Army Instructor
Supervisor Leader
Army Instructional Army Instructor Army Instructional

WBL WBL
Techniques (AIT) Supervisor (AIS) Leader (AIL)
CENTRALISED TRAINING DELIVERY
Fig A-2-9 Army Instructor Capability Model13
The challenge lies in maintaining suitably skilled Army Instructors, who maintain their
relevance through regular assignments in the deployable Army. The desire to re-employ
particularly capable instructors in training establishments must be balanced against their
need to remain operationally relevant. All instructors will require similar competencies, key
tenets of which will be:
a. Assessment of Learning. Continuous and accurate assessment is critical in

guiding the instructor’s approach to training; the instructor must know the abilities and
strengths of their students. Assessment is to be against the relevant mandated
standards; not the whim or inclination of the instructor. What is trained and how, will
13
LF/DETS (A)/Comd/Policy/Instr Dev, Army Policy for Instructor Capability, dated 1 Oct 12.
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need to be adjusted by the instructor against the student’s or team’s performance

and progress.
b. Facilitation. Selecting the best instructional approach depends on the

student’s or team’s experience and ability. The motivation to learn is improved where
the learner has a degree of ownership or control of the process. Broadly, the more
experienced and able the student or team is, the more the instructor or observer will
draw on this experience and ability and facilitate, rather than direct learning.
c. Coach. Coaching is a technique designed to maximise individual or team

potential. It is a two way relationship which provides support and encouragement
and aims to improve performance (goal-focussed, result-orientated and practical) and
change behaviours and mindsets14.
d. Mentor. Mentoring is a process in which the mentor offers advice, guidance

and support to the mentee for personal and professional development. This is
achieved through practical and impartial support with the mentor acting as a coach,
facilitator and role model in a two-way learning relationship. Most commonly, it is an
informal partnership, often outside the chain of command, built on trust and which
draws on the experience and knowledge of the mentor to assist and develop
personal and professional qualities and skills of the person undergoing training.
Annex:
A. The Defence Systems Approach to Training (DSAT) Quality Standard (QS).
14
Taken from TESR Guidance Note 03/09 (Defence Guide to Instructor Development and Coaching).
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ANNEX A TO
CHAPTER 2 TO
AFM VOL 1 PT 7
THE DEFENCE SYSTEMS APPROACH TO TRAINING (DSAT)

QUALITY STANDARD (QS)
References:
A. JSP 822, Part 4, Defence Systems Approach to Training (DSAT) Quality Standard (QS)
001:2008, Dec 08.
B. JSP 822, Part 2, Training & Education Glossary, Jan 12.
1. Introduction. Most 1st World armies employ a Systems Approach to Training1

(SAT). In 2008, The Ministry of Defence adopted the UK’s latest version of a SAT: The
Defence Systems Approach to Training (DSAT) Quality Standard (QS) 001:2008
(Reference A), endorsed by the British Standards Institute. DSAT has been designed
primarily for individual training, but it can be applied to other categories of training. It is a
method for organising and controlling individual training through a methodical system. It is
intended that it should be applied intelligently, to avoid the creation of a bureaucratic and
unresponsive training system.
2. DSAT Principal Activities. When a change in role or operational requirement

triggers a perceived need for training, the following principal activities shall be undertaken:
a. Scoping exercise.
b. Needs Analysis2.
c. Training design and development.
d. Training delivery.
e. Evaluation.
Figure A-2-A-1 builds upon the DSAT Model (Figure A-2-1) to explain how the DSAT
principal activities are related to each other and how the resultant products should support
training delivery.
3. Scoping Exercise. The scoping exercise should involve an initial analysis of the
training requirement and, where applicable, suggest the possible options for meeting the
1
A training philosophy that emphasises the interrelationships between training and other systems such as
personnel management, logistics, finance and the interdependence of the component parts of a training
system. In applying SAT, training is undertaken on a planned basis in a logical series of steps. The number
and description of those steps tend to vary, but in general terms, they cover such aspects as development of
training objectives and plans, formulations of an assessment scheme, implementation of planned training,
validation and evaluation. Fundamental to the philosophy is that these steps constitute a cycle, with the
evaluation bringing about a reassessment of needs and a consequent refinement of the training given.
2
A structured survey and analysis of a training requirement. It should include a comparison of different
training methods and equipment, with a view to recommending the optimum training system for maximum
cost-effectiveness. Needs Analysis is a product-based, iterative process, providing an audit trail for all
decisions.
2-A-1
Contents
training requirement. It should make a broad order estimate of the resource implications
associated with each option.
A change in, or review of,

operational/business practices
triggers a perceived requirement
for training
EVALUATION Scoping Report

Applied to all stages of the SCOPING EXERCISE
DSAT process as
appropriate
Is a training NO Stop DSAT process

intervention
required?
YES
Operational
NEEDS ANALYSIS Performance Statement
/ Competence
Framework
STAGE 1: TRAINING DESIGN & Formal Training

DEVELOPMENT Statement
(Determination of Training
Objectives)
Assessment Strategy
STAGE 2: TRAINING DESIGN & (incorporating
DEVELOPMENT Assessment
Specification)
STAGE 3: TRAINING DESIGN & Instructional

DEVELOPMENT Specification
(Production of Training and
Assessment Media)
TRAINING DELIVERY
Fig A-2-A-1 The DSAT Process
4. Needs Analysis. A Needs Analysis should ascertain the type and scope of the
training required to meet the need. The complexity of the analysis should reflect the
complexity of the training requirement. The outcome should be documented and should
state the training needs to be addressed and the most cost-effective means of achieving
them. Routinely the key product is an Operational Performance Statement3 (OPS). In its
simplest form the needs analysis may amount to no more than a discussion between the
key stakeholders and documentation may be in any retrievable format including electronic
(e.g. e-mail).
3
The OPS is a detailed statement of the tasks and sub-tasks required to be undertaken by the individual or
group to achieve the operational performance. It is written in terms of performance, conditions and
standards.
2-A-2
Contents
5. Training Design and Development. Training Design and Development is in simple

terms broken into three stages, but it is likely to comprise several additional stages and
include periodic consultation with stakeholders4. It is driven by core and function
performance requirements, but will take account of applicable statutory or regulatory
requirements. It will include Evaluation and Validation procedures (both internal and
external to the training delivery organisation) and consider methods and media selection,
trainee entry standards, accreditation and graduate competencies. Key products include:
a. Formal Training Statement (FTS). The FTS details the totality of the training
required to achieve the OPS and forms the basis of an agreement between
stakeholders4. However, as described at Figure A-2-A-2, it is divided into a Training
Performance Statement5 (TPS), Workplace Training Statement6 (WTS) and Residual
Training Gap (RTG) Statement7. It should be noted that training delivered in schools
will only be that covered in the TPS and that the deployable Army retains a training
responsibility (WTS).
Analysis
Needs
Operational Performance Statement
Formal Training Statement
Training Design
& Development
Training Workplace Residual
Performance Training Training Gap
Statement Statement Statement
Delivered by Delivered by Taken at

ARTD Deployable Army Risk
Delivery
Training
School Course Training Programme
Fig A-2-A-2 The DSAT Training Solution
4
Stakeholders will routinely include the capability owner, those responsible for training delivery and
appropriate representatives from the deployable Army.
5
Training Performance Statement is the Training Objectives, in terms of Performance, Conditions and
Standards, to be achieved by trainees in the formal training environment.
6
Workplace Training Statement is the Training Objectives, in terms of Performance, Conditions and
Standards, to be attained by trainees/students following assignment to a post.
7
Residual Training Gap Statement covers those elements of the OPS, which aren’t included in the TPS and
WTS; it is an accepted training gap, with the risk owned by the Capability Director.
2-A-3
Contents
b. Assessment Strategy (AStrat). The AStrat states the overarching

assessment policy for the course/module and the rationale for that policy. It must
also include the consequences of failure of the course/module.
c. Instructional Specification (ISpec). ISpecs are produced from the products of

Training Design and Development, Assessment Strategy and Method and Media
selection. Each usually contains Training Objectives (supported by Enabling
Objectives and Key Learning Points), method and media selected, the relevant
assessment, time allocated, resource requirements and essential references. Whilst
a Training Design product, they are routinely produced in collaboration with Training
Deliverers.
d. Assessment Specification (ASpec). A specification describing the

organisation, type of test, marking details, pass/fail criteria for the assessment of
training objectives and the consequences of failure. It provides the practical details
required to assess the achievement of the standards specified by an associated
training objective.
6. Training Delivery. Training delivery is self-explanatory and is routinely delivered

across the Army. It is one of the two purposes of Army Recruiting and Training Directorate
(ARTD), but a significant amount of training is delivered in units in the deployable Army.
Most importantly, any training that is delivered should be found upon a Training Need and
be the result of a Training Design process. Further guidance on Training delivery can be
found at Reference A.
7. Evaluation. Evaluation of training is the process of making a judgement as to the

worth or value of the training and education to an organisation. It allows an organisation to
examine the impact of training and education, assessing what has been achieved, its
effectiveness and whether this has contributed towards the achievement of an
organisation’s goals and targets. A specific subset of evaluation is the process of
validation, which examines whether or not the processes and products of training meet
Defence/single Service requirements. Validation is divided into Internal Validation (InVal)
and External Validation (ExVal) as follows:
a. InVal. This is completed by schools within the TDA or the Training Deliverer for
distributed training and uses both qualitative data and quantitative data to focus on
the extent to which the Training Objectives are met with relation to the expenditure of
resources. InVal is conducted at agreed stages throughout and on completion of
training.
b. ExVal. This is completed by the TRA and uses both qualitative and quantitative
data to focus on the degree to which training prepares people for their jobs. ExVal is
conducted after a period of time using a variety of methods, including:
questionnaires, interviews and feedback reports.
2-A-4
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CHAPTER 3
DESIGNING,PLANNING AND CONTROLLING TRAINING

Contents
Contents
CHAPTER 3 DESIGNING, PLANNING AND CONTROLLING TRAINING
Section 1 – Introduction

the principles that underpin and enable Subject Page
training, this chapter explains how training Introduction 3-1
should be designed, planned and Designing Training 3-5
controlled. It will build upon Section 2 to Planning Training 3 - 18
Controlling Training 3 - 30
Chapter 2 (training governance) to explain Annexes
how Army training policy and command Training Directive Framework 3-A-1
direction (what to train) is extracted and Safety in Training References 3-B-1
combined with Army training doctrine (why
and how to train) to deliver coherent and resourced training progressions at formation
and unit level.
a. Designing Training. Training design is the process which derives achievable

objectives and training solutions from the products of needs analysis1. Where a unit
or formation training programme is concerned, training design is an extraction of
orders and training estimate, which should result in objectives and resources set
against activities over a readiness cycle.
b. Planning Training. Planning training is the process by which objectives and

resources set against an activity in a readiness cycle, are developed into an
executable plan for the delivery, validation and exploitation of training.
c. Controlling Training. Training is controlled in two respects. Firstly there

needs to be control of training over an entire readiness cycle, resulting in routine
refinement of the training design and related training progression. Secondly
individual training events must be controlled to ensure safe and effective training.
0302. Training Responsibilities. Building upon the explanation of Training

Governance at paragraphs 0207 and 0209, different levels in the chain of command have
specific responsibilities for the direction of training. The sub-paragraphs which follow
describe the responsibilities at the time of writing; whilst some of the responsibilities and
acronyms may change, the overall process is likely to endure. Reference to Figure A-3-2
will assist the reader in understanding how the products of training governance are related.
a. Chief of Defence Staff (CDS). CDS issues Defence Strategic Direction (DSD)
following a Security and Defence Review (SDSR)2 which is updated as necessary by
Technical Instructions to inform Annual Budgetary Cycles (ABC). His direction will
include a list of Military Tasks (MT), which Defence should be able to undertake, to
meet the requirements of Government foreign and security policy3.
1
JSP 822, Part 2, Training and Education Glossary.
2
It is proposed that SDSR will follow a national election. Therefore they will be routinely undertaken every 5
years.
3
At the time of writing, DSD directs seven military tasks: Defend the UK and its Overseas Territories;
providing strategic intelligence; providing nuclear deterrence; supporting civil emergency operations in times
of crisis; providing a Defence contribution to UK influence; defending UK interests by projecting power
strategically and through expeditionary interventions; providing security for stabilization.
3-1
Contents
b. Commander Joint Forces Command (Comd JFC). Comd JFC develops from
the MT, informed by joint doctrine, a Joint Task List (JTL), which Defence and single
services should be able to undertake. He also sets Theatre Entry Standards (TES)
for specific theatres and Contingency Capabilities Requirements and Standards
(CCRS) for contingent forces.
c. Commander Force Development and Training (Comd FDT). Drawing upon

the MT and JTL, Comd FDT defines the capabilities and competencies required of
the Army for current, planned and contingent operations. His work is informed by
specific TES, CCRS and other joint training requirements set by JFC. His definition
includes:
(1) The complete Mission Task List (Land) (MTL(L)), that the Army could be
called upon to undertake4.
(2) The competencies5 to be achieved at each CT level6.
(3) The conditions under which tasks are to be performed and the standards
which are to be achieved.
d. Commander Land Forces (CLF). CLF directs which of the identified

capabilities and competencies are to be developed for planned or contingent
operational commitments, taking into account real world constraints. His direction
includes:
(1) An Army Commitments Matrix (ACM), which sets specific tasks and
responsibilities against formations and units for specific periods of time, this is
supported by a Force Preparation Schedule (FPS), which allocates collective
training events to formations and units.
(2) The Training Annex to an Annual Directive:
(b) A Directed subset of the MTL(L) (DMTL(L)), against which specified

formations and units should force prepare and generate.
(c) A Directed Training Activity Matrix (DTAM), which directs which

collective training events different units and sub units should undertake
during a readiness cycle7.
CLF’s direction is effectively orders, from which, following a training estimate,

subordinate formations and units develop their own training directives.
4
There are currently just over 300 MTL(L), broken into 7 categories (with further subdivisions): L1 Operate;
L2 Command; L3 Inform; L4 Prepare; L5 Project; L6 Protect; L7 Sustain.
5
Subordinate to the MTL(L) is a Compendium of Collective Training Objectives (CTO). In common with all
Training Objectives, CTO define the performance to be undertaken, the conditions under which the task is to
be performed (e.g. night or day, etc), the standards to be achieved (often based on tactical doctrinal
requirements) and references.
6
Collective Training (CT) Levels and Collective Training Competence (CTC) are policy tools for the
management of collective training. They are defined at paragraph 0503 and in Figure B-5-1.
7
In recent years the term Formation Operational Readiness Mechanism (FORM) has been used to describe
a readiness cycle. Different types of FORM to meet specific requirements, such a Campaign FORM (C-
FORM) for operations in Afghanistan, have resulted in specific DTAM.
3-2
Contents
e. Commander Force Development and Training (Comd FDT). Comd FDT

constructs all training from individual to formation level combined arms training,
including mission specific training. Capability Directors (CDs), subordinate to
Director General Capability define the special to arm individual and collective training
requirement. Commander Collective Training Group, subordinate to Director General
Army Recruiting and Training (DG ART), constructs combined arms training from
sub unit upwards. Comd FDT’s training construct includes:
(1) A generic readiness cycle (paragraph 0113 refers).
(2) Defined generic combined arms exercises from sub unit upwards8.
(3) A Training Exploitation process, which maximises the utility for the whole
Army of training.
f. Capability Directors (CD). CDs have a specific responsibility for Individual

Training. Based upon the liability they are required to man and other factors, they
develop a Forecast of Training (FOT). This includes all individual training from recruit
training to advanced individual skills for personnel already in service such as
command, leadership and management training, commensurate with rank. When
combined with manning priorities set by Director Manning (Army) (DM(A)), the FOT is
developed into a Statement of Training Requirement (SOTR). The SOTR is
submitted to D Trg (A) for their review and endorsement. Once endorsed, the SOTR
becomes the Statement of Training Tasks (SOTT), orders for individual training,
which is then passed to ARTD and the relevant TDA for the delivery of individual
training.
g. The Chain of Command. The chain of command is responsible to CLF for the
delivery of Force Elements (FE), with the competencies that he has directed.
Through a training estimate they should refine the generic training constructed by
FDT, to develop their training design over a readiness cycle. From their training
design, at each level, the chain of command should be able to plan separate training
activities situated within a progression. Any progression will be a unique blend of
different categories of training, employing a complex combination of methods; a
particular challenge has always been balancing the requirement for individual training
against that for collective training9. The chain of command is then responsible for the
execution of training, with FDT in support. Throughout the execution of training, the
achievement of training objectives and training risk (where training objectives have
not been achieved) must be captured and identified to the force generating and
ultimately employing HQ10. At appropriate moments through a readiness cycle, the
effectiveness of training should be reviewed and areas for modification or
improvement identified. Reviews of training should be part of a wider training
exploitation process, led by FDT but supported by the chain of command and wider
Army.
8
These include collective training events facilitated by the Collective Training Group, such as overseas Field
Training Exercises, which will be based upon a detailed and resourced generic training plan.
9
The key challenge is achieving all the necessary individual training, before progressively larger teams start
collective training. Posting cycles, promotion, welfare, short-notice individual courses are just some of the
factors which have in the past affected teams, sub units and units as they undertake collective training.
10
The Army’s 2* HQs (HQ 1 & 3 Div, Th Tps and JHC) are routinely tasked as force generating HQs for
subordinate brigades and units. The employing HQ is routinely PJHQ or SJC(UK).
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h. Director Training Army (DTrg(A)). DTrg(A) is responsible to CLF for the

maintenance of Army training policy. He drafts annual training annexes for CLF’s
directive, the FPS for the Army Directorate of Operations and Contingencies (ADOC)
and maintains the Compendium of Collective Training Objectives (CTO), which
specify tasks, conditions and standards for collective training.
0303. Art and Science in Military Training. A commander will have to apply science
and art in the design and planning of military training. A scientific approach to training is
based upon a logical analysis of the MTL(L) and subordinate collective and special to arm
training objectives. Every objective will comprise a defined task, conditions under which it
is to be performed and standards which are to be achieved, and will require a defined level
of resource. However the art in military training comes from understanding the training
audience as individuals and collectively, and then employing a range of training and
education activities to motivate, develop and integrate the ‘whole force’ concurrently
across all three components of fighting power: moral, conceptual and physical. Therefore
the scientific approach to training an infantry company in the armoured infantry role would
result in individuals, teams, sections and platoons progressively trained, potentially
through a combination of live and simulated activities, against specific training objectives,
employing available resources. The art brings this progression to life through leadership
and imagination, and also through its contribution to assessment of training achievement.
The assessment of training (paragraph 0215 refers) is a judicious blend of the objective
and subjective; of science and art.
Fig A-3-1 Challenger 2 Obstacle Crossing During OTX
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Section 2 – Designing Training
0304. Introduction. The aim of Training Design for unit or formation training
programmes is to determine from higher level direction, the operational requirement
against which the force is generating, the training objectives to be achieved and the
resources allocated over a readiness cycle. It should enable the commander to write a
Training Directive covering the entire readiness cycle, setting training objectives and
resource to individual activities and explaining in conceptual terms how training will be
delivered. From such higher level direction individual training events can be planned in
detail.
DSD
CDS CDS and JFC issue direction
Directive
bespoke to individual
operational requirements.
JFC For contingent deployments,
MT MT MT MT
Estimate the Defence Crisis
Management Organisation
CJO/JFC
(DCMO) provides an
Joint
JTL Training accelerated process
Doctrine
Directive (Chapter 5, Section 6 refers).
Navy Army Air

MTL(L) are defined by Comd
Army FDT, but informed by Joint
Doctrine MTL(L) TES training direction (JTL, CCRS
and TES), special to arm tasks,
Training the operational environment
Estimate
Command DMTL(L) ACM Operations and doctrine.
Direction CTO FPS
DTAM (Context)
Doctrine Fmn/Unit
& TTPs Training
Design
Fig A-3-2 How Defence and Army Training Governance Informs Training Design
0305. Training Governance to Design. This paragraph enlarges upon paragraph

0302.g. to explain, supported by Figure A-3-2, how the products of training governance
inform training design at formation and unit level. The ACM and FPS dictate the
operational or contingent tasks and the key collective training events that a formation or
unit should undertake. The DMTL(L), DTAM and Compendium of CTOs11 will be used by
the Collective Training Group (CTG) to construct generic exercises at unit level and above
(Figure A-3-3 refers). Drawing upon command direction, which is likely to include specific
tactical tasks which formations and units should be able to complete, specific conditions
(drawn from anticipated environments and threats) and standards (sourced from tactical
doctrine), formations and units should be able to undertake a training estimate. During the
course of a training estimate, formations and units will refine the generic exercises
constructed by the CTG to meet their specific requirements. Whilst the broad architecture
described in Figure A-3-2 is unlikely to change significantly in the coming years, there is an
11
CTOs up to unit level (special to arm) are the preserve of proponents (usually CDs, but defined in AGAI
Vol 2 Chap 56). For training of combined arms units and up to formation level, the proponent is CTG.
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aspiration to add detail to CTOs, to assist in objective reporting and to exploit training
information systems to improve the efficiency of training governance.
A snapshot of the MTL(L), depicting within L1 Operate,

L1.4 Enabling Activities and L1.4.1 Reconnaissance.
The Compendium of CTOs lists a

number of CTOs relating to L1.4.1,
specific to capabilities and CT
levels.
Each individual CTO includes doctrinal

references and in common with all TOs
comprises a performance, conditions and
standards. Note that when TES are
imposed, they most often result in refined
conditions and standards, specific to the
theatre and operation.
Fig A-3-3 MTL(L) and CTO Employed in the Design of Generic or Collective
Training12
0306. Timing. Since military training depends upon resources, its design is best
slaved to higher level resource and policy processes, in particular the ABC. Figure A-3-4
describes how a 5 year cycle of SDSR, ABC and a Reaction Force (RF) or Adaptable
Force (AF) brigade’s readiness cycle should be synchronised, to enable the design and
planning of training13.
a. Annual Budgetary Cycle (ABC). The ABC is the manner in which Defence
plans forecast spending several years into the future. Defence budgets are
controlled at three levels: Army 2* HQs (less JHC) are Base Level Budget (BLB)
holders, Army Higher Level Budget (HLB) holders are HQ Adjutant General, HQ JHC,
FDT and CLF. Army HQ is a Top Level Budget (TLB) holder. At each level budgets
are planned several years in advance. In divisional HQs (BLB), Year 0 is planned in
detail, and Years 1 to 4 in progressively less detail. The practice is mirrored in
12
Figure A-3-2 draws upon the documentation employed to govern collective training as at Dec 12. It is
likely that the format and structure might be developed in the future, to provide more objective fidelity in
individual CTOs.
13
It is recognised that many formations will operate upon a variation of the generic 3 year readiness cycle.
Therefore the process described in Figure A-3-3 should be applied in principle, but will have to be adapted to
meet unique circumstances.
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subordinate 1* HQs, who will plan Year 0 in detail and as far ahead as Year 2, but in
diminishing detail. The process is fed bottom-up, so brigade plans inform divisional
budgets (BLB), which inform HLBs (in training: CLF and FDT) and thereafter Army
HQ (TLB). Training Years (TY) are slaved to financial years and therefore they run
from 1 Apr in one year to 31 Mar in the next year. However training programmes
often run on an academic year from September in one year to August in the next
year, to allow the cascade of direction after the start of a Training Year and in
individual training to align recruit intake with graduation from schools and universities.
SDSR SDSR
SDSR
Cycle
X Bde
Readiness Training HR/Committed Other Tasks Training HR/Committed Other Tasks
Cycle
Bde Planning
Div Planning
Annual
Budgetary
Cycle ABC 13 ‘in year’ Year 0 Year 1 Year 2 Year 3 Year 4
TY 11/12 TY 12/13 TY 13/14 TY 14/15 TY 15/16 TY 16/17
Possible X Bde G7
Annual Planning
Battlerhythm Nov – Jan: Populate
BLENHEIM
1 Apr 11 31 Mar 12
May Jun/Jul Aug Nov Jan

CLF Annual 2* Annual Issue 1* Conduct Annual Conduct Annual
Training Training Annual Trg Estimate: Financial
Order Order Training Confirm Year 0 Screening:
Issued Issued Order Plan/Refine Year Year 0 – Year 2
1&2
Fig A-3-4 Synchronisation of Readiness Cycle with ABC and SDSR
b. RF/AF Brigade Readiness Cycle. When a 36 month readiness cycle is

superimposed on the ABC process, it becomes apparent that if the 36 month period
is to be considered as one entity, that it must be designed and resourced in outline,
approximately 24 months prior to it starting. So, in the example at Figure A-3-4, ‘X’
Brigade should undertake their estimate for the readiness cycle running TYs 13/14 to
15/16 in TY11/12, which is their training year of the preceding readiness cycle14.
c. Training Design Annual Battle Rhythm. At the base of Figure A-3-4 is an

annual generic training design timeline. It commences in November, when brigades,
supported by their subordinate and affiliated units should undertake their annual
training estimate15, covering Year 0 – Year 2. This will inform the brigade’s annual
activity and resource screening, undertaken in January, before being passed to the
14
Many units and formations, particularly combat support and combat service support, will operate on a
variation of the Army’s generic readiness cycle. However the principal stands, that activity in one readiness
cycle, must be designed in the preceding cycle.
15
Noting that every three years, when the brigade is in a training year, it will undertake a more
comprehensive estimate covering the next readiness cycle in its entirety: Year 0 – Year 3.
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2* HQ. The products of subordinate formation financial screenings are compounded

in Army HQ, just before the end of the financial and training years. This allows CLF
to issue his annual directive in May, from which subordinate HQs will extract detail
and then issue their own training directives. Brigade commanders should plan on
issuing their annual training directive in August of each year.
0307. The Training Estimate. The training estimate should be initiated at formation
level, but supported and informed by subordinate unit estimates. There is no prescriptive
format, but the tactical and combat estimates provide useful models. It is suggested that
the estimate should be broken into two stages: an analysis of what the formation or unit
has been ordered and resourced to achieve, followed by an analysis of the readiness cycle
across Defence Lines of Development:
If Other Tasks are not defined Units and formations will be

before the training estimate, allocated particular command
planning must be based upon and staff and combined arms
shared assumptions. training events.
KEY: YEAR 1 – OTHER TASKS YEAR 2 – TRAINING YEAR 3 – CONTINGENCY
Even in periods when the

CATEGORY
COMMAND
force is at readiness for
TRAINING
COMBINED
ARMS
contingent tasks, there are
OTHER
likely to be sub unit level
SPECIAL
TO ARM TASKS overseas training exercises
programmed.
TEAM/CREW
INDIVIDUAL
FOUNDATION MISSION SPECIFIC OPERATIONS or

@ READINESS
TIME & TRAINING
PROGRESSION
Refining the CTG Generic FTX
Task: Tactical task

drawn from doctrine.
Conditions: Drawn
from endorsed
environments and
threats.
Standards: Drawn from
doctrine or command
direction.
Generic CTG FTX: Exercise Training Objectives: Unit refined FTX:

Designed from DMTL(L) and Extracted from command Based upon CTG construct,
CTOs direction and doctrine refined in accordance with
command direction
Fig A-3-5 Output from Stage 1: Initial Training Design
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a. Stage 1: What have I been directed and resourced to achieve? The

analysis of command direction and training policy as described in Figure A-3-2 and
paragraph 0305, combined with a review of the resources forecast on BLENHEIM,
UAMS and JAMES will enable the completion of the first stage of the training
estimate: the development of a stage 1 training design. It is likely that opportunities
and resources for training at sub unit level and higher will be directed at 2* level.
Even at this stage it will be possible to identify risks and opportunities to force
preparation and implied training tasks. Figure A-3-5 explains what an initial training
design, based upon command direction might look like. A key step in the estimate
will be deriving Exercise Training Objectives (ETO), of which there will be a number
for every exercise. They should be drawn predominantly from command direction,
but will be influenced by tactical doctrine and training policy (DMTL(L), CTO, DTAM,
etc). The tasks will routinely be based upon tactical doctrine; for a Battlegroup they
might include tasks such as deliberate and hasty attacks. The conditions are likely to
be more specific than those defined in CTOs and relate to accepted environments
and threats (paragraph 0120 refers). The standards are unlikely to purist objective
criteria such as ammunition expenditure, casualties incurred (although they may be
considerations), but are more likely to focus on areas of weakness identified in
previous years: employment of operational staff work during mission execution, ability
of the Battlegroup HQ to exercise control, judgement in kinetic targeting, etc.
b. Stage 2: Analysis of Readiness Cycle across Defence Lines of

Development. The products of Stage 1 of the training estimate (initial training
design, risks, opportunities and implied tasks) should be considered across all
Defence Lines of Development (Figure A-3-6 refers), to inform the final training
design. The final training design should comprise a list of activities over the
readiness cycle, each with training objectives and resource provisionally allocated.
Figure A-3-7 depicts a final training design. Note that the directed tasks already
identified in Stage 1 of the estimate remain (dashed lines), but that additional training
tasks resulting from the estimate have been added to the cycle. Other tasks should
be defined in as much detail as possible: task, timing, manpower and other resource
requirements; noting that other tasks may also present training opportunities in their
own right.
Training Equipment People Information

Workplace Unit Holdings Unit Manning Tactical CIS
Training What’s available Recruit Allocation Plan IM/IX
New Capabilities New Capabilities Turn-over of key staff
Implied Training CJIIM force integration
Doctrine Organisation Infrastructure Logistics
Revision of New roles & structures? What’s allocated What’s allocated
Doctrine Alignment with other Additional requirements Additional
Application in formations & units requirements
training
Doctrine
Development
Fig A-3-6 Defence Lines of Development and Training Considerations
c. Products of a Training Estimate. At the conclusion of a training estimate the

commander should be in a position to issue a training directive, in which the aim of
the readiness cycle and supporting concept of training, scheme of manoeuvre and
priorities are stated. Individual activities should be listed with training objectives and
resources provisionally allocated. In addition, the commander is likely to have
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commenced a force preparation risk matrix, which will aid in the force preparation
and generation of units and formations throughout a readiness cycle.
Prior to ‘directed’ training

activities, formations and units
Other tasks should be listed in should programme their own
as much detail as possible. developmental training.
They should also be assessed Therefore attendance at CAST
for utility as training might be precede by seminars,
opportunities in their own right. study days, and CPX (Chapter 5
refers)

CATEGORY
COMMAND
TRAINING
COMBINED OT 3
ARMS
SPECIAL
TO ARM
TEAM/CREW OT 1
OT 2
INDIVIDUAL

@ READINESS
Individual training
TIME & TRAINING
PROGRESSION
activities will continue
throughout a training
progression and should
include sport and AT in
addition to courses and
workplace training.
FigA-3-7 Output from Stage 2 of the Training Estimate
0308. Training Design Factors. As explained at paragraph 0225, training must be

both effective and efficient; resource will be constrained. Requests for additional resource
will need to be articulated in terms of impact upon the required output: force elements at
readiness. Given the opportunities afforded by emerging learning technologies, the
balance between live and simulation must be optimised in support of effective training.
Finally in developing a training design over a readiness cycle of 36 months, careful
consideration will have to be given to repetition of training.
a. Resourcing Training. As the Army transitions from a campaign to a contingent

footing, so from April 2015 onwards it aspires to move to a fully resourced Army 2020
Future Training Plan. When planning and forecasting activity, formation commanders
are responsible for the oversight, compliance with direction and accuracy of
subordinate resource plans and forecast of events. Plans must be carefully managed
in-year. When in-year change is directed, BLBs may internally reallocate resource
when possible; however, where extra resource is required, a BLB must raise a
request to the HLB. It is equally as important for BLBs to inform the HLB when
resources are under-consumed against the plan, so that these resources can be
reallocated to other formations within the Training Year.
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(1) Equipment. Less some personal equipment, the Army does not equip its
structure. A minimum fleet is identified that will enable the Army to train for and
conduct operations as demanded by Defence Strategic Direction. The
requirement includes operational, training and sustainment components. Units
should expect to hold a Basic Unit Fleet in barracks, equating to one sub unit.
Collective training establishments will hold larger fleets to enable combined
arms training at battlegroup level. If committed to an operation, a unit will
deploy with their Basic Unit Fleet, which will be augmented as necessary from
the operational component16.
Importance of Accurate Resource Estimates

It has been notoriously difficult to define accurately the Army’s ammunition
requirement. The requirement is informed ‘bottom up’ by unit estimates of the
ammunition they require over a Training Year.
Ammunition estimates are informed by
the Army’s Operational Shooting Policy
(AOSP), but units will often overestimate
attendance on live fire training, a
problem compounded if exercise
planners increase the estimated
requirement with a ‘fudge factor’. Unit
estimates are summed at formation level
and at Army HQ, to provide a total Army
ammunition requirement.
Historical evidence is that of the predicted general munitions requirement, on

average only 75% is demanded. Of the 75% that is demanded, it can be shown
that, on average, 22% is returned to depot. Consequently only 60% of the
Army’s predicted ammunition requirement is consumed. In 2012/13, the total
Army routine training requirement for general munitions was £204m. Of that
ammunition, £165m was demanded of which £128m was consumed. This
resulted in £76m of ammunition that was asked for not being consumed. If the
Army continues to over-estimate its ammunition requirement, the stockpile
grows; it has to be stored, maintained and if the ammunition cannot be
consumed during its life, it will have to be destroyed – all of which incurs further
costs to Defence.
(2) BLENHEIM. BLENHEIM is the Management Information System to be

used by Army formations and units, with the exception of British Forces
Germany, for the forecasting of activities that consume resources. Such
activities include: all training, support tasks, ceremonial tasks, sport, Civil
Engagement (CE) and social events. Both resource forecasts and subsequent
expenditure are to be recorded. Non-Operational Major Activities (NOMA),
such as capability changes and unit moves should also be included. Significant
activities that do not attract resources, such as leave, are to be forecast for
completeness. BLENHEIM Individual Training (BIT) is to be used in all cases
for the management of reserve pay.
16
DSPG/8/2, Defence Strategy and Plans Group Land Fleet Requirement Methodology, dated 5 Oct 11.
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(3) Ammunition. Ammunition is one of the most expensive resources

consumed in military training. Active management is required in order to
maximise training opportunities and minimise waste. The role of the Unit
Ammunition Management System (UAMS) team is to manage the unit
entitlement and existing unit stocks to fulfil training objectives within defined
priorities. The UAMS Team employ a software application also titled UAMS, to
ensure that unit demands do not exceed contracted limits (paragraph 0225
refers). The over-arching principles are:
Units may only create firing plans and subsequently expend training
ammunition, to which they are entitled and as agreed with their higher
headquarters.
The net total demand of ammunition from units within a TLB should not
exceed that contractually agreed between the TLB and Defence
Equipment & Support (DE&S).
b. Live & Simulation Relationship. Throughout a training design, there will be a

requirement to use to best advantage different training aids. One significant factor
which will have to be considered is the balance between live training and simulation.
Simulation should be used in three ways: as a prelude to live events to enhance
performance (e.g. Mortar Fire Controller practicing adjustment of indirect fire in a
simulator prior to live firing); to maintain currency after live training (e.g. aircrew
maintaining currency in a flight simulator); and to replicate the most complex tasks
that cannot be fully conducted in live training (e.g. time sensitive targeting employing
UAS). Typical progressions for individual and collective training should rotate
between training in simulation to live training and back again, getting more complex,
building competence, and thus making best use of live training opportunities.
Simulation and live training should be regarded as mutually supporting. An analysis
of the relative strengths and weaknesses of the four forms of training at Figure A-3-9
shows that no single one can be used to train individuals, crews, teams or force
elements. Effective training progressions blend all four forms of training so that the
strengths of some mitigate the weaknesses of others.
Fig A-3-8 Virtual Simulation employed in support of Training
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Simulation Live (e.g. CALFEX) Live Simulation (e.g. TES) Virtual Constructive
(e.g. CATT) (e.g. CAST)
Advantages Real weapons effects High tempo High tempo No units needed to train
Real battlespace control High manoeuvre High manoeuvre HQ
Real eqpt Dynamic competitive enemy Dynamic competitive enemy After Action Review
Real weather Force on force weapons effects Force on force weapons effects Flexible terrain
Real terrain Civilian population Civilian population Easy to repeat events
Real friction Real equipment Mix of terrain Low event costs
Accommodates all types and levels of Real weather Permissive of weapons or All types of force and
force Real terrain (incl private land) battlespace control errors enemy can be simulated
Real friction Safe
Permissive of weapons or After Action Review
battlespace control errors Flexible terrain
After Action Review Easy to repeat events
Accommodates all types and low event costs
levels of force
Disadvantages Measured tempo (safety) Enemy needs control Limited friction Units tend not to generate
Tempo reduces as scale increases Battlespace control or No weather real friction
Enemy fixed and passive operational safety lessons not Many skills not realistically Outcomes may not reflect
No civilian population immediately obvious covered (e.g. vehicle maintenance; non kinetic effects
Manoeuvre limited by training area and Not all weapons are simulated weapons skills) Risk of learning false
resource constraints effectively (e.g. artillery systems) Some capabilities poorly lessons
Limited feedback and measures of Expensive to run simulated (not good for light forces)
effectiveness. Technology is being Environmental damage Detailed terrain, vegetation and
introduced to address this. Risk of learning false lessons infrastructure not realistic
Safety controls, particularly during early Risk of learning false lessons
stages of live training
Very expensive to run
Safety
Environmental damage
Risk of learning false lessons
Utility in a Training Battlespace control and management Flexible manoeuvre training in Tactics, techniques and Training HQs, commanders
Progression including operational safety any terrain procedures and staff
Battlefield inoculation Dynamic, intelligent enemy Bringing together the combined Understanding and
Battle drills, techniques and procedures FCOC environment arms team visualising tactical actions at all
Single arm and combined arms training After Action Review Preparation for live training scales
up to unit / battlegroup level Individual and team weapon and Maintenance of competence
Individual and team weapon and platform skills Familiarisation with terrain
platform skills (ranges) Training from individual to
formation level
Fig A-3-9 The Relative Merits of Live, Virtual and Constructive Simulation in Military Training
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c. Repetition in Training. Over a 36 month readiness cycle there will be a

requirement for repetition of training to mitigate skill fade and the turn over of
personnel. Indeed repetition is Army policy for certain individual training activities
such as Mandatory Annual Training Tests (MATTs). Furthermore, practice or
repetition has long been part of learning theory, particularly where practical or
procedural skills are concerned. Research suggests that the difference between
expert performers and normal adults, is the deliberate effort to improve performance
in the skill over a sustained period. Furthermore, it is argued that how expert one
becomes at a skill has more to do with how one practices, than with merely
performing a skill a large number of times. An expert breaks down the skills that are
required to be expert and focuses on improving specific subsets of skills, before then
practicing the skills in increasingly challenging environments17. Therefore, whilst
there is limited precise science, there is significant value in affording opportunities for
repetition of certain skills in the design of training.
‘Nobody – but nobody has ever become really proficient at golf

without practice, without doing a lot of thinking and then hitting a lot
of shots. It isn’t so much a lack of talent; it’s a lack of being able to
repeat good shots consistently that frustrates most players. The only
answer to that is practice.’
Jack Nicklaus
d. Trained, Qualified, Competent and Current18. Linked to repetition are

concepts of personnel being Trained, Qualified, Competent and Current. Experience
has shown that after some time, individuals’ skills fade (they lack competence) and
that things change (they lack currency). These ideas are particularly developed in
flying and the direction of Joint Effects. Whilst policy is relatively immature outside
aircrew or Joint Effects training, it is clear that a great deal of military activity is
inherently dangerous, and therefore this approach is likely to expand into other areas.
(1) Trained. An individual is trained when he or she has been taught or

instructed to carry out a specific function or task but does not hold the relevant
qualification. Without that qualification, the individual is not permitted to carry
out that function or task unassisted or unsupervised.
(2) Qualified. An individual is qualified when he or she had been trained on a

properly convened and authorized course and successfully completes the
relevant tests and assessments. Achieving a qualification confirms both
competence and currency at the time of testing.
(3) Competent. The first requirement for competence is that the individual
holds the appropriate qualification. If no training activity is conducted related to
that qualification (i.e. currency is not maintained), competence will lapse
through skill fade. Individual competence is defined by the standard required to
gain the qualification. Specific roles may require multiple qualifications to
deliver competence, but the principle remains the same.
17
K. Anders Ericsson, Ralf Th. Krampe, and Clemens Tesch-Romer. The Role of Deliberate Practice in the
Acquisition of Expert Performance. Psychological Review 1993, Vol. 100. No. 3, 363-406.
18
2151-9, Royal Artillery Competence and Currency Policy, dated 25 Mar 11.
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(4) Current. In order to retain currency, an individual must repeat defined

essential tasks a specified number of times within a given timeframe. This will
deliver individual but not collective currency, although the live serials will of
necessity be completed during collective training. Collective currency is
achieved through the completion of the relevant CTOs as determined by the
chain of command (supported) and the Army Competent Advisor and
Inspectorate (ACA&I) (supporting). Currency can be maintained through a mix
of live and simulated activity.
e. Training for Complexity. The objective of a collective training period leading

up to a deployment or a declared state of readiness, is to be able to conduct the full
range of operational tasks in a highly complex environment (sub-paragraphs 0120.b
and c. refer). However, with an inexperienced force element, or one that is not
current, as is often the case, it is important to build the team towards this level of
capability in progressive stages, rather than confront it with the most difficult tasks in
the most complex environment prematurely. Typically the progression starts with
training individuals, then teams, building to sub unit level in a single arm. After this,
combined arms collective training begins, although often this dovetails into sub unit
training, in order to embed low level combined arms skills. Throughout the
progression, complexity and scale increases, not just in combined arms terms, but
force elements must be able to succeed in an environment that is contested,
constrained, congested, cluttered and connected (5 Cs). By the end of the training
progression, the required level of combined arms competence must be reached, but
not in a sterile ‘enemy only’ environment; the force must be able to conduct the most
demanding combat operations against the ‘worst case’: combined arms operations
against a sophisticated opponent in a populated battlespace (sub-paragraph
0120.e.).
f. Integration of the CJIIM Force. A training design must facilitate the integration
of the Combined, Joint, Intra-governmental, Inter-agency and Multi-national (CJIIM)
capabilities, in order to deliver a ‘Whole Force’ able to deliver the desired effects.
The design will need to meet three key requirements:
(1) Understand each force element’s capabilities and limitations.
(2) Knowledge of contributing force element doctrine and validation through

training as a whole force.
(3) Development of strong relationships, co-operation and mutual trust.
0309. Training Directives. Training directives, resulting from the training estimate
should be produced annually (based around the ABC), or to meet the requirement of
specific phases or categories of a readiness cycle (e.g. individual training or special-to-arm
training). If there is a requirement to update the training directive then a fragmentary
training directive can be produced. Consideration should also be given to the precedence
of training directives, particularly for Force Troops. There should be an agreement
between the Reaction/Adaptable Force brigade commander and Force Troops brigade
commander, regarding which training directive has precedence at different stages in the
readiness cycle. In generic terms, there is sense in the Force Troops training directive
having precedence up to sub unit level training, with the relevant Reaction/Adaptable
Force training directive taking priority thereafter. Training directives will need to be
published to demanding timelines in the early months of a training year, noting that they
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cannot be authoritative, until their resource has been endorsed at TLB. However
formations and units may consider issuing a training ‘warning order’ the preceding autumn,
based upon the outcomes of the training estimate. Whilst many aspects of Army training
are likely to be highly directed, there should remain significant freedoms for the unit
commander in identifying how training is to be achieved. Therefore whilst there are
constraints, training directives should be consistent with the Army’s core doctrinal
principles of the Manoeuvrist Approach and Mission Command. They should avoid
prescription where they can and allow subordinate commanders as much latitude as
possible in the design and planning of training. A suggested framework for a training
directive is at Annex A.
Fig A-3-10 Re-org: Casualties onto the Centre-line
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Section 3 – Planning Training
0310. Introduction. Planning unit or formation training is the process by which

objectives and resources, set against an activity in a readiness cycle are developed into an
executable plan, covering the delivery, validation and exploitation of training for the
specific event in question.
0311. Responsibilities. In the planning of a training event there are two key
individuals:
a. Exercise Director. The exercise director is the officer responsible of the

planning and conduct of the training event and is likely to be the unit commander or
the appropriate higher formation commander, depending upon the scale of the
activity.
b. Exercise Planner. The exercise planner is the commander or staff officer

responsible to the exercise director for the planning of the event. Depending on the
scale of the activity, the exercise planner may work in isolation or may direct a team
of planners; but regardless of scale the two key responsibilities will remain: the timely
booking of all resources and timely passage of instructions to all personnel
participating in the exercise.
0312. Planning Conferences. A standard construct for the planning of a military

training event is the procedure of Initial, Main and Final Planning Conferences. Figure
A-3-11 illustrates the content and a typical timeline for a unit or formation scale training
event.
Initial Planning Conference

• Chaired at fmn level (COS)
• Confirms MTL(L), CTO, StA TOs
• Confirm Exercise Training Objectives (ETO)
• Sets Conditions 6 – 12
• Sets Standards
• Defines the Training Audience months
• Sets the Resource freedoms and constraints out
• Reviews activity across DLODs
• Allocates responsibilities
• Defines required outputs
• Sets key timings
Main Planning Conference

• Chaired by Exercise Planner
• Reviews MTL(L)/CTOs/ETOs against IPC
• Reviews Main Events List (MEL) 3–6
• Reviews activity across DLODs
• Identifies risks & opportunities
months
• Takes comment from Training Audience out
• Plans exploitation of training
• Confirms responsibilities & outputs
• Confirms key timings
Final Planning Conference

•
•
Chaired by Exercise Planner
Reviews outputs & responsibilities
2–4
• Reviews activity risk matrix weeks
• Confirms responsibilities
• Issues final instructions for the execution of training
out
• Confirms key timings
Fig A-3-11 Exercise Planning Conferences

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a. Initial Planning Conference (IPC). The IPC sets the context for the exercise
and subsequent planning. The content must be agreed prior to the meeting with the
exercise director and it will be chaired by an officer suitably empowered to direct all
personnel and units involved in the exercise. A generic agenda is included in Figure
A-3-11. However the IPC should draw upon earlier training design and relevant
training Directives and initiate planning for the training activity. It is important that
training objectives, resources and the training audience are clearly identified at the
IPC.
b. Main Planning Conference (MPC). The MPC should be chaired by the

exercise planner. The MPC should commence by reviewing the outputs of the IPC
and ensuring that they remain relevant. Next the exercise Main Events List (MEL)
and Main Incident List (MIL) should be reviewed. Another useful aid to exercise
planning is a review of the exercise across Defence Lines of Development, to ensure
that all enabling factors have been considered. As the name suggests the MPC is
the principal planning conference.
c. Final Planning Conference (FPC). By the time the FPC is called, the exercise
has been planned in detail and should only be altered for extraordinary reasons.
Final instructions for the activity are issued, often including the issue of exercise
papers.
d. Extraordinary Planning Conference (EPC). In the event of a significant

change to the purpose of the exercise or availability of resource that significantly
alters the exercise, an EPC may be called. The format of such a meeting is likely to
be similar to a MPC, dependent upon the scale of change required.
0313. Planning Factors. In planning training events, there are a number of factors
that should be considered. The list below is not exhaustive, but is a useful guide to
exercise planners.
a. Training Objectives. CTOs will have assisted in the construct of the generic
exercise, but at unit and sub unit level specific ETO should have been developed as
part of the Training Estimate (paragraph 0307.a.). It is possible that at unit and sub
unit level, particularly for special to arm training, ETO will provide insufficient detail for
the planning and validation of training. Often there are special to arm training
objectives that can provide an additional layer of performance fidelity. Alternatively
the Exercise Planner may need to develop additional supporting training objectives,
enabling objectives and key learning points, specific to the exercise. In which case
there must be clear logic linking the exercise training objectives to ETOs and training
direction from higher commanders. All objectives must clearly state the task,
conditions and standard to be achieved. All objectives and key learning points must
be agreed with the Exercise Director, ideally before the IPC, but certainly before the
MPC. Where support from other arms and services are sought, the exercise planner
should seek where possible to accommodate their training objectives, but without
compromising the primary training audience.
b. Training Audience. The training audience is the group of people for whom the
exercise is being planned and who will be required to meet the ETO. The Exercise
Planner and supporting staff must understand who comprises the training audience.
Whilst it is possible to have more than one training audience in an exercise, for
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example HQs can be exercised in the practice of command and control, whilst
subordinate force elements are exercised in the conduct of tactical tasks, there is
routinely one primary training audience. There can be some confusion over the
status of combat support and combat service support force elements, whether they
are training support or training audience. The distinction must be very clear at an
early stage in exercise planning.
c. Resources. Training resources are the manpower, equipments, consumables,

finance and facilities supporting and sustaining a training event. The exercise
planner must establish a clear understanding of all the resource freedoms and
constraints early in the planning process; indeed these should have been identified
as part of the Training Estimate. Where necessary specialists should be incorporated
into the planning team at appropriate times. Finally the exercise planner must
understand the timelines associated with demanding different resources and the
implications of changes to resource requirements: changes to type and quantity of
ammunition natures and vehicles platforms can have significant implications
(paragraph 0308.a. refers).
d. Progression. Training must be progressive, with continuation training building

upon a base of previous experience. A degree of competence must be achieved at
each level of training, before further progress is attempted. The content of each
stage of the progression should be designed to follow on from the previous stage and
lead to the next. The Exercise Director and his staff must remain alert, however, and
make adjustments to subsequent stages on the basis of actual performance: the
individual or team may be more or less competent than expected, and an eye should
be kept on the goal, not simply the slavish completion of a series of training events.
The rationale for repetition is training is expounded at paragraph 0308.c and
competence is defined at paragraph 0308.d.
e. Sequencing. There is a logical sequence to collective training, which is

explained in Chapter 5. For example special to arm training should precede
combined arms training and when undertaking command training, there is sense in
study days preceding command post exercises. Other reasons for sequencing
training might be to minimise the training support requirement (see below).
f. Training Support. As the Army becomes smaller, so requirements for training

support must be scrutinised more carefully. In principle, training activities up to unit
level should be self-supporting, often achieved through sequencing sub units through
training and training support roles. Training support requirements must be identified
at the earliest opportunity, in order that provision can be considered in training
estimates. However training support tasks can and should be optimised to deliver
training and education in their own right. For example, a unit which deploys young
troop/platoon commanders to be observer/controllers on battlegroup and formation
scale exercises, will reap the benefits when those same junior commanders are part
of the training audience the following year.
g. Training Validation. Training validation is explained at Annex A to Chapter 2.

It is the mechanism which examines whether or not the processes and products of
training meet Defence/single Service requirements. In unit or formation training there
are two aspects to validation: has the training audience achieved the training
objectives set and is the training event the most efficient and effective means of
training delivery? Training validation is informed by reports from three different
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organisations: units undertaking training are are compelled to complete Post Exercise
Reports19, which should be informed by Post Training Reports from their higher HQ
and potentially the Collective Training Group. When forming a CJIIM force, the onus
lies upon the receiving unit or formation, to ensure that the training of other force
elements has been validated.
(1) Achievement of Training Objectives. The importance of measurable

and relevant objectives and objectivity in assessment of performance is
explained at paragraphs 0214 to 0216. It is routinely the responsibility of a unit
or formation’s higher commander to validate the achievement of training
objectives. In more complex training events and progressions, the Exercise
Director (in training a unit this will be the brigade or group commander) will
receive detailed training reports from the Exercise Controller (usually an
element of the CTG). This information on performance and achievement of
ETO will have been gathered as objectively as possible. It is the Exercise
Director's responsibility to make the final assessment of training achievement.
Separately, the Exercise Controller uses the information for assurance and
training exploitation purposes.
(2) Improving the Efficiency and Effectiveness of Training. Post Exercise

and Post Training Reports should highlight areas for improvement in training
delivery, that should be captured by the Centre for Army Lessons and Safety 20.
They should also record expenditure of resource and highlight opportunities for
resource efficiency, without detriment to the achievement of training objectives.
Such reports will enable Comd FDT to optimise training and broader Army
capability for future contingencies.
h. Human Factors. In planning training, consideration must be given to two

particular human factors: developing resilience balanced against maintaining an
ability to learn.
(1) Resilience. Resilience to stress can be built through tough, realistic and
relevant training. Physically and psychologically demanding training,
incorporating sleep deprivation, time pressure, moral ambiguity, sensory
bombardment and the perception of danger (such as height, water and confined
space), generates stress. By overcoming stress and in some cases genuine
fear, soldiers’ confidence grows and they develop coping mechanisms.
However the progression and compounding of factors must be carefully judged,
such that it doesn’t overwhelm personnel, which could result in the opposite
result: a loss of self-confidence.
(2) Ability to Learn. Whilst in training soldiers must experience hardship and
fatigue, to prepare them for the challenges of operations, fatigued soldiers are
not effective learners. Soldiers are required to work in teams and therefore
there must be opportunities in training for teams to form and for personnel to
establish working relationships with one another. Finally, all soldiers under
training must be afforded time for reflection and also time to institutionalise
lessons learnt between activities in an exercise.
19
LFSO 1118, Learning Lessons in the Land Environment, dated September 2011, states: ‘Any force
element conducting a CT3-5 collective training event is to submit a PXR to its parent formation, copied to D
Trg (A) and HQ Collective Training Group (CTG) for the Collective Training Advisory Cell (CeTAC)’.
20
LFSO 1118, Learning Lessons in the Land Environment, dated September 2011.
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i. The Role of Competition in Military Training. Combat, in which the outcome

can be life or death, is intensely competitive. Therefore military training should
incorporate an element of competition, fostering an inherent desire to win in all
soldiers. Indeed a principle of training is that it must be challenging and interesting,
which implies a level of competition. However since military forces comprise complex
teams of people, and it is the most effective team that wins the war, there is a
balance to be struck; as a rule, competition should not outweigh collaboration. Figure
A-3-12 describes some of the positive and negative effects that can arise from the
incorporation of competition into training. When incorporating competition into
military training, the activity planner must understand the outcome that is sought.
Competition can encourage individuals to view fellow team members as vehicles to
be employed to a reach a goal, rather than as peers or as means to learn. Thus
competition is often best employed as part of a confirmatory activity, at the
culmination of a training progression, once robust and confident teams have been
formed.
Possible Negative Effects of Potential Positive Effects of

Competition Competition
Promotes a shift from means/process to Can increase the level of anxiety for a
ends/products. performance (pressure can help refine skill,
given a more demanding performance
Brings an external dimension to training context).
and education, weakening the student’s
motivation to learn. Can provide a dimension that can
potentially reinforces group interdependence
Can heighten the level of anxiety. and/or team skills.
In inexperienced soldiers can promote a Can potentially increase the level of ‘fun’
tendency to assume a ‘fear of failure’ and/or drama in an activity.
mentality.
Can develop an emotional ‘fight’
In groups: response to threat.
o Shifts the emphasis from quality to
effective relationships.
o Decreases incentive to think
reflectively or divergently.
o Accentuates the effects of existing
social hierarchy.
o Decreases the sense of bond among
groups and temporarily increases the
bond within the winning group.
Fig A-3-12 Positive and Negative Effects of Competition in Training
As a rule, competition in training is more appropriate for mature participants than

adolescents; therefore trained soldiers should be able to view competition in a
military operational context. In ‘healthy’ forms of competition, the participants will
understand the purpose of the competition, which will often be related to improving
broad collective operational capability. Rather than focusing on outright winners, the
competition should be structured to reward all those who achieve the required
standard. This should not be allowed to descend into situations where all receive
prizes for ordinary achievements; soldiers should learn through training that personal
pride in doing things well is reward enough. The medal system on the Cambrian
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Patrol Competition is a useful example of healthy competition. All teams who

complete the patrol receive an award. Whether the award is gold, silver or bronze
depends on the team’s overall performance. In theory, every team could win a gold
medal.
j. Exercise Papers. Guidance on the development of exercise papers is at

Appendix 1 to Annex F to Chapter 6.
0314. Risk Analysis and Management. Concepts of risk in the context of military
training are introduced at paragraph 0124. This paragraph describes the generic
processes employed in the Army for risk analysis and management, before addressing
their application in military training in paragraphs 0315 to 0318. Not every activity requires
a risk assessment: routine military activities, some of which might be dangerous (e.g.
military parachuting) often have well-established existing controls, negating the
requirement for a further risk assessment. However if the task is unfamiliar, potentially
dangerous and either existing controls are inadequate or don’t exist, then a risk
assessment should be undertaken. The authoritative guide to risk analysis and
management is JSP 892 Risk Management; it provides guidance and examples on the
analysis and management of risk. Risk has to be assessed in respect of the likelihood of
something happening and the impact which arises if it does actually happen 21. All risks
must have a single ‘owner’; ‘ownership’ of risk is a command responsibility, because the
risk ‘owner’ must have the authority to monitor and manage the risk. Risk management
includes identifying and assessing risks and then responding to them; it should be an
integral part of any military estimate. Figure A-3-13 is drawn from Staff Officers’ Handbook
(SOHB(L)), but the sub paragraphs below explain how the process described in SOHB(L)
for the analysis of risk on operations, can be applied in training.
Risk Analysis Risk Management
Identify
• Risks
(Activities & Events) Assess
• Likelihood
• Impacts
Plan
• Owners/Those at Risk
• Tolerate
Manage
• Treat
• Transfer
• Terminate
• Responsibility
• Indicators & Warnings
• Reassessment
Fig A-3-13 Risk Analysis and Management
21
HM Treasury, The Orange Book Management of Risk – Principles and Concepts, dated October 2004.
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a. Identify. Risks will be related to the environment in which a force is operating

and the force’s operational or training objectives. Risk identification is often the most
challenging step in risk management. The most effective method is considering the
activity or activities chronologically, before then reviewing them against established
categories of risk22.
b. Assess. Risks should be assessed in terms of likelihood and impact if the risk
is realised. The compounding of likelihood and impact enables identification of the
most significant risks. Whilst risks are routinely assessed individually, one risk will
often be related to others and the nature of such relationships should also be
assessed. Assessment should be as objective as possible. At this stage a risk
owner should be identified.
c. Plan. The risk plan responds to risks, turning uncertainty to the organisation’s
advantage by constraining threats. There are four key responses to risk and
specifically threats:
(1) The risk can be tolerated.
(2) The risk can be treated in an appropriate way to constrain the threat to an
acceptable level.
(3) The risk can be transferred, often to a higher formation, who may
possess a greater capacity to treat or tolerate the risk. In military training there
exists a mechanism whereby a commander can apply for a dispensation,
typically from a policy constraint. The risk is transferred to the more senior
commander on endorsement of the dispensation.
(4) The activity can be terminated to avoid the risk.
d. Manage. Once analysed and a plan developed, key risks should be explained
to principal subordinates and then managed: ownership, potential impact, assessed
likelihood, indicators and warning, risk mitigation measures and residual risk23 must
be understood. The level of residual risk should be within the risk appetite of the risk
‘owner’.
0315. Training Risk Management. Training risk is introduced and defined at

paragraph 0124. Further to the definition, training risk is usually incurred when individuals
or force elements fail to achieve a training objective and therefore have not achieved the
competency required, either to progress with training or to be ready for an operational or
contingent commitment. In the event that an individual or force element exceeds a training
objective, a training opportunity results, which may allow efficiencies to be taken in
subsequent training or a shift of resource to lower priority training objectives. In general
terms, there are three sources of training risk: a commander can decide due to resource
constraints to exclude certain training objectives from a training progression; a unit may
not have been able to achieve certain training objectives due to lack of resource or other
22
Most risks will fall into three different types of category: strategic risks (political, economic, socio-cultural,
technological, legal/regulatory and environmental), capability risks (training, equipment, people, information,
doctrine, organisation, infrastructure and logistics) and safety risks (personnel, equipment, material,
procedures, environment and service publications).
23
The level of risk remaining after it has been ‘managed’ is termed the ‘residual risk’.
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factors such as bad weather; or a unit may simply have failed to achieve the standards
defined within the training objective. As explained at paragraph 0216, the tracking of
training risk supports force preparation and generation. The requirement for evidence-
based and objective reporting of performance and achievement of training objectives is a
consistent theme through the manual. During the latter stages of operations in
Afghanistan the process of capturing training risk, as described at Figure A-3-14, has
become routine practice. After each collective training event, the Exercise Controller
produces an Initial Training Analysis Report (ITAR). The ITAR reports against the
achievement of specific training objectives and concludes with an overall assessment of
performance: green, amber or red. The assessment is recorded in the training risk matrix,
which lists by sub unit the achievement of key training objectives for each collective
training event. The matrix provides unit and formation commanders with an immediate
assessment of training risk, which informs the direction they issue for the planning of
subsequent training events in the progression. Commanders and those assessing training
must guard against a tendency to fall back on subjective assessment and should employ
an objective ‘hand-rail’, to ensure that all assessments are underpinned by evidence.
There is no set procedure for the capture of training risk, but the practice will be even more
important in the future as forces are prepared for more loosely defined contingent tasks.
The ITAR, routinely drafted by the

CTG Exercise Controller informs a
Training Risk matrix which considers
achievement of training objectives
across a Mission Specific Training
Progression
Fig A-3-14 Training Risk Captured during Training for Operations in Afghanistan
As an operational requirement emerges, training staff within the unit, formation and ARTD
will need to have a common understanding of the state of training of the unit, which will
provide the start point, for rapidly designed mission specific training. It is suggested that
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the sub unit is likely to remain the unit of currency on operations. Figure A-3-16 describes
how for each sub unit there should be a record of the Exercise Training Objectives (ETO –
linked where appropriate to MTL(L) and CTO) set for that unit throughout their training
progression. Different ETO would be set against different events in the training
progression. In common with the system employed for operations in Afghanistan,
achievement or otherwise of ETO would be recorded over the training progression, with an
aggregate training risk captured throughout.
Fig A-3-15 Challenger 2 Live Firing
Ser Exercise MTL(L) CTO StA CT1 CT5 Aggregate Training Risk
Training TO Ex XXXX Ex XXXX
Objective
Reqd Achieved Reqd Achieved
Plan Ops 2.2 2.2 X X
Battle 2.2.1.1 2.4.2 X 1/3 – 2/3 not X
Procedure applied
Estb 2.4 2.4a X X
Comms
Control Ops 2.4 2.4 X Timely Requests X
for SME support
Fig A-3-16 Capturing Training Risk

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0316. Safety in Training. As explained in paragraph 0124, there can appear a

tension between maintaining safety in training and preparing an Army for combat
operations, which are inherently dangerous. However the converse is the case – the more
effective an organisation is in the management of safety during training, the more effective
it should be in the management of operational risk. Figure A-3-17 describes how as
individuals and units become more militarily competent, so they can be exposed to greater
risk (consistent with the tasks for which they have been trained). Phase 1 Army recruits
should not be exposed to the same dangers in training, as a unit at Very High Readiness
(VHR) for an intervention operation.
Fig A-3-17 Competence vs Exposure to Threat
This is for two reasons: the Phase 1 recruits are not trained for the task and there may be
strategic consequences in not maintaining VHR forces at a high state of competence,
which might outweigh the risks inherent in demanding military training. Legislation
recognises this and states that risks should be kept As Low As Reasonably Practicable
(ALARP). The sites on which training is conducted must facilitate the application of lethal
force under all reasonable operational conditions, but with risks to those undergoing
training and those who might be affected by such training, including the general public,
kept as low as reasonably practicable (ALARP). There are three populations at risk during
the conduct of military training: the training audience, training support personnel (military
and civilian) and the general public in the vicinity of the training activity. Accidents and
near-misses during training must be reported24. There is a requirement for a safety regime
24
When an accident or incident occurs during training, resulting in death or serious injury, the potential for
serious injury or serious damage to equipment, the exercise director must inform the Land Accident
Investigation Team (Army) (LAIT(A)) immediately regardless of the time of the incident.
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in training, that as training progresses, increasingly hands responsibility for safety control
to the chain of command and becomes a safe system of operating. There are four
elements to the safe system and before the chain of command can assume safety control,
the following benchmarks in training must be achieved:
a. Safe Persons. Safe persons are persons who have received appropriate
information, instruction, training and supervision, and are appropriately equipped, to
carry out a specific task, to a specific standard, under specific conditions.
Commanders must afford appropriate levels of supervision and ensure that those
conducting the training allow sufficient time and pay sufficient attention to detail, to
eliminate mistakes.
b. Safe Equipment. Safe equipment, and this includes explosives and

ammunition, is brought into service following a safety case, that defines the safe
operation and maintenance of the equipment in question. Commanders must ensure
that equipment is used and maintained as directed in the safety case and that only
competent persons are allowed to operate and maintain the equipment.
c. Safe Practice. Safe practices are conducted in accordance with accepted

doctrine and tactical procedure, and under the control of a suitably equipped and
trained commander and staff. It is essential that all training is monitored to ensure
that procedures are strictly adhered to.
d. Safe Place. A safe place is one in which the controls necessary to enable
authorised training to be conducted safely have been identified by a site specific risk
assessment and directed through appropriate standing orders. Skill at arms training
provides a useful example: early live firing is conducted on bespoke fixed ranges,
and soldiers progress through a series of increasingly challenging range practices
before they undertake field firing on what appears to the student to be a piece of
generic terrain.
0317. Safety Risk Assessments. The aim of a safety risk assessment in training is
to:
a. Establish, where not all elements of a safe system are in place, whether there
are any hazards not covered by the safe system and consequently if there is any
residual risk.
b. Analyse the residual risk to decide if it is:
(1) Adequately controlled, where the risks are deemed to be acceptable to the
commander in charge of the training activity, in which case the activity can be
carried out.
(2) Not adequately controlled, where there are unnacceptable risks, in which
case further measures are to be introduced to control adequately the risks.
Where residual risks cannot be adequately controlled the activity is not to proceed
unless 1* or 2* dispensation is granted, as explained at paragraph 0318.
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Steps to be taken in a military safety risk assessment25 are:
Step 1 – Describe the activity (the subject of the risk assessment).

Step 2 – Identify the hazards associated with the activity.
Step 3 – Identify any existing controls.
Step 4 – Identify any residual risks, taking into account existing controls.
Step 5 – Identify the need for any further controls.
Step 6 – Identify any residual risks, taking into account the further controls.
Step 7 – Communicate and implement the controls.
Step 8 – Review the risk assessment.
Key safety in training references for commanders are listed at Annex B.
0318. Safety Dispensation. Regulations are a means of applying central control to

risk taking during training. Whilst they remove the freedom of the commander to take risk,
the system is saying that the taking of such risks has consequences Defence is not
prepared to accept routinely. That is not to say that dispensation from Service instructions
and regulations will never be given. In the event that either the residual risk for a training
activity cannot be adequately controlled, or a commander wishes to deviate from Service
instructions and regulations, there is a process whereby the commander should apply for a
dispensation:
a. 1* Dispensation. When as a result of an activity risk assessment, the residual

risk cannot be adequately controlled, and the activity is deemed necessary to
maintain operational effectiveness, the commander must seek 1* approval for the
activity to continue.
b. 2* Dispensation. If the commander in charge of a training activity wishes to

deviate from Service instructions or regulations, particularly if it involves live firing,
and the activity is deemed necessary to maintain operational effectiveness, he should
obtain 2* endorsement in order to proceed, consequent upon a risk assessment.
0319. Training Exploitation (TrgX). Training Exploitation is the systematic

identification of lessons from training for the purpose of force development, and the
extension of the benefits of training beyond the training audience. So, lessons about
doctrine or equipment may emerge from training which should be captured by the Army's
lessons exploitation system, and after action review products may be made available for
the benefit of individuals or units which did not participate in the training. A plan for training
is incomplete without a plan for its exploitation. The Army must ensure that it maximises
the potential to draw evidence from training that allows it to improve capability and
maintain an operational edge in the land environment. At key points in the readiness
cycle, formations and units are required to produce Post-Training and Post-Exercise
Reports to support the lessons process26. Increasingly, formations and units will also be
tasked to undertake specific activities geared entirely towards training exploitation. These
25
Detailed guidance on the conduct of a military safety risk assessment can be found in: AC 71815, A
Commander’s Guide to Safety and Environmental Risk Assessment, Edition 5, dated Jun 2010.
26
LFSO 1118, Learning Lessons in the Land Environment, dated September 2011.
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may include the development of tactical doctrine, and support to experimentation and
wider Force Development. Training Exploitation is not complete until change – when
required – is institutionalised.
0320. Experimentation. In order to support the case for capability change, evidence
is likely to be drawn from training. This can take two forms: close and measured
observation of training activity to identify means by which improvements can be made to
the Army’s conduct of land operations; and specific tasking of units and formations to
conduct experimentation (as opposed to training) activity, to determine future
requirements. The former can be observed throughout the readiness cycle; the latter
requires soldiers trained to a high degree of collective performance and is likely to be
resourced separately. Each activity requires the context to be set in accordance with
policy-compliant views on scenario and threat. Evidence will only stand up to scrutiny if
linked to activity that is set against an adversary against whom land forces might
realistically be employed. Thus, the design of the scenario – including white, red and
green forces – is critical in ensuring that evidence will resonate at higher levels.
Fig A-3-18 Overseas Training Exercise - Oman - 2001
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Section 4 – Controlling Training
0321. Introduction. Training should be controlled in two respects. Firstly there

needs to be control of training over an entire readiness cycle, resulting in routine
refinement of the training design. This requires persistent validation of training and
assessment of enduring skill levels, in order that training objectives and audiences for
subsequent training events can be defined. Secondly individual training events must be
controlled to ensure safe and effective training. This section will consider control of a
collective training event and therefore should be read in conjunction with Chapter 5.
Control over a Readiness Cycle
0322. Recording Training Achievement. The achievement of training objectives

must be recorded throughout a readiness cycle. The importance of capturing evidence of
training achievement is described at paragraphs 0215 and 0216. There are likely to be
occasions when training objectives are exceeded, resulting in opportunities and occasions
when training objectives are not achieved, resulting in threats. The accurate recording of
training opportunities and threats through a readiness cycle supports the management of
training risk.
0323. Training Risk Management. Training risk is a possible shortfall in required

competence resulting from lack of training, resource or otherwise inadequate achievement
of the necessary training standard. The management of training risk is described in some
detail at paragraph 0315. It is a key tool in controlling training over a training progression
and therefore informs the planning of training throughout the progression. Timely
articulation of possible treatments will inform the tailoring of a training design, and can be
used in support of requests for additional resources27, additional training events or inform
amendments to the planning of training activities.
Controlling Exercises
0324. Collective Training Concept. All collective training activities employ a similar
model, the higher the collective training level, the more complex the model and potentially,
the more students and training support staff involved. The concept is described at Figure
A-3-19. The training audience (military and civilian in a CJIIM construct) exists inside a
scenario and on a training area. They receive instructions from their Higher Control
(HICON), which will routinely be their higher headquarters. Red (enemy), white (civilian)
and green (indigenous) forces will interact with the exercising troops as directed by the
Exercise Control (EXCON). During higher level collective training red, white and green
forces might be given more freedom of action, to impose a competitive, adversarial aspect
to training. Training is not only about J/G3 and 5 activity; thorough training covers
activities J/G 1 to 9. The conduct of the exercise is monitored by EXCON through Training
Observers, who play a key role in keeping the exercise moving and capturing
observations. Lower Controllers (LOCON) replicate subordinate units and Flank
Controllers (FLANKCON) replicate flanking units. Collective training can require large
number of training support staff, which might include military personnel, contractors and
civil servants. Routinely the exercise will be instrumented to facilitate After Action Reviews
(AARs), a key component of the learning process.
27
For example if a live firing event has to be cancelled due to poor weather, the training risk should be
recorded and employed to support a request for a replacement training event.
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EXCON
Instrumentation
HICON
Training
Support
Exercise scenario Training

Observers
Exercising Troops
FLANKCON The Training Audience LOCON
Red (Enemy)
Forces Other Injects
White Green
(Civilian) (Indigenous)
Groups Forces
Fig A-3-19 The Collective Training Model
0325. Responsibilities. There are two key appointments which facilitate the direction
and control of exercises:
a. Exercise Director. The exercise director is the officer responsible for the
conduct of the training event and is likely to be the unit commander or the appropriate
higher formation commander. The exercise director, as the force commander, can
exert significant influence on the exercise and should interact with his subordinates
through taking briefs, passing information and direction, as he would on operations.
However his freedom will be constrained by the broader exercise plan, which he must
understand in detail. On a two-sided exercise, the exercise director represents the
senior commander of each side.
b. Exercise Controller. The exercise controller is the exercise director’s principal

staff officer, responsible for the managing the control organisation. It is beneficial if
the exercise controller has also been the exercise planner. The exercise controller
must understand the exercise director’s intent for the exercise, releasing the exercise
director to observe training. The exercise controller should normally be based in
Exercise Control (EXCON). If the exercise is being conducted at a Collective
Training Establishment (CTE – e.g. BATUS, BATUK, BATSUB or FTU), the
commander of the CTE is usually the exercise controller and can be delegated
additional responsibilities by the Exercise Director28.
28
For example brigade commanders will be absent for much of the conduct of battlegroup CT 4 training at
CTEs and therefore the CTE commander is routinely delegated additional powers by the brigade commander
to oversee the execution of training.
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0326. Exercise Control. The exercise is controlled by a number of control

organisations, as alluded to in paragraph 0324. In the case of a simple fighting patrol
exercise, EXCON might comprise one individual, but the control organisation will be
significantly more complex for combined arms exercises at battlegroup level and above.
a. EXCON. EXCON is the principal control organisation, but it will work in close
cooperation with HICON. EXCON controls the conduct of exercise activity and if
conducted at a CTE, is routinely provided by CTE military and civilian staff. Principal
tasks include:
(1) Overseeing and coordinating exercise activity.
(2) Tasking the red, white and green forces to deliver the desired training
serials.
(3) Controlling training observers.
(4) Gathering data for analysis, AARs, validation and other training
exploitation tasks.
(5) Recording the expenditure of resource.
(6) Controlling the neutral organisation.
(7) Overseeing exercise safety.
(8) Security.
(9) Liaison with civilian authorities and local population.
(10) Management of visitors and media.
(11) Control and repair of damage.
b. HICON. HICON represents the immediate HQ of the exercising force elements.

It should replicate the staff capacity of the HQ on operations, managing reports and
returns, generation of Operational Staff Work and tactical control. It is normally
located adjacent to EXCON.
c. LOCON. LOCONs represent subordinate HQs to the HQ of the exercising force

elements. On command post or skeleton exercises (Chapter 5 Section 5 refers), not
all subordinate force elements will deploy on exercise, but they can be replicated by
LOCONs. LOCONs must be represented in Orders Groups and conferences and
must be able to replicate certain elements of activity.
d. FLANKCON. FLANKCONs represent flanking formations and units. They

should be staffed to provide Liaison Officers and realistic information feeds and
activity on flanks.
e. Neutral Organisation. Dependent on the scale and nature of the exercise a

neutral organisation might be required to undertake the following functions:
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(1) Deploying battlefield simulations (BATSIMs).
(2) Movement and positioning of personnel and vehicle casualties.
(3) Damage Control (DAMCON).
(4) Administrative arrangements such as escorting of vehicles not involved in

exercise play across the exercise area.
0327. Simulation. Combined arms exercises at unit level and above routinely employ
a sophisticated mix of instrumented, live, virtual and constructive simulation (paragraph
0229 refers). Such support is often provided by contractors and can deliver the following
functions:
a. Provision of objective evidence of force element locations and activity through

instrumentation.
b. Flanking forces replicated through virtual and constructive simulation.
c. Live simulation enabling force-on-force engagements, with realistic tactical

outcomes.
d. Intelligence, Surveillance and Reconnaissance inputs replicated through

constructive simulation.
0328. Observer Mentors29. Observer Mentors are employed in support of the

delivery of combined arms training. Their primary role is ensuring safety, with the
provision of judicious advice as a secondary role. The Observer Mentor should also
capture objective performance data to support effective learning and swift improvement in
collective performance. Observer Mentors are routinely allocated at platoon, sub unit or
HQ staff branch level. They remain with the group to which they have been attached for
the duration of the exercise, observing, mentoring and ensuring that the exercise
progresses smoothly and safely. As a rule, Observer Mentors should be more
experienced than the training audience they are observing. They need to be tactful,
imaginative, highly motivated, well-versed in the exercise scenario and control
mechanisms and sufficiently technically adept, that they understand simulation and can
capture appropriate data for AAR.
0329. After Action Reviews (AAR). An AAR is an interactive coaching session,

using objective evidence to provide feedback to participants on their individual and
collective performance, in order that they can implement the necessary changes to deliver
improvements in performance. AAR supports the validation of training and can also inform
training exploitation (Trg X). Training observers must maintain a record of all actions and
significant events that occur during an exercise, which can include photographs, video and
recordings of radio traffic. Their observations are merged with data drawn by analysts
29
The Collective Training Group has produced specific guides for training observers. They are tailored to
specific training areas, but there are key themes, which have utility for any collective training activity. They
can be found at the following link:
http://defenceintranet.diiweb.r.mil.uk/DefenceIntranet/Library/Army/ArmyOfficialPublications/G7/ObserverMe
ntorHandbooks.htm
3 - 33
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from instruments which record locations and weapons effects, to allow the delivery of the
AAR. A common AAR format is:
What was supposed to happen (Preview)?

What actually happened (Capture)?
Why did it happen (Review using Tactical Functions)?
What can you learn from the experience (Learn)?
What are you going to do with what you have learned (Adjust)?
Fig A-3-20 ‘Direction… Elevation…’
Annexes:
A. A Suggested Framework for a Training Directive.

B. Safety in Training Reference Material.
3 - 34
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ANNEX A TO
CHAPTER 3 TO
AFM VOL 1 PT 7
A SUGGESTED FRAMEWORK FOR A TRAINING DIRECTIVE
PART 1 - APPLICABLE TO ALL
Introduction
Period covered by directive

Purpose and status
To whom applicable
General
Review of previous directive

Achievements against the directive
Specific points/outcomes
Points requiring emphasis on planning, organisation and conduct of training
General points on resources
Guidelines for Period Covered by Order
Background to period
Emphasis
Priorities
Particular operational requirements
Breakdown of period into phases (applicable at lower level)
Particular Aspects of Training
Training at night
Training for protracted operations
Integration of training categories
Considerations against individual DLODs
Integration of the Whole Force (Reserve, civilian, contractor and other nations)
Individual Training
Aspects to be emphasised
Particular areas e.g. fitness, skill at arms, first aid, sport, adventurous training, trade
and specialist training, fire control
Crew Training
Aspects to be emphasised
Aspects to be revisited
Collective Training
Priorities, sequence, level
3-A-1
Contents
Aims for centrally run training events

Headquarters training
Aspects such as combined arms operations, logistics
Officer, Warrant Officer and NCO Training
Study periods
TEWTs (including areas of study)
Officer education
Cadres
Control of Training
Standards
Analysis
Evaluation
Records
Co-ordination of training and facilities usage
Exploitation (learning lessons, experimentation, wider training audience)
Resource Considerations
Resources required to deliver the plan

Resource husbandry and recording of expenditure
PART 2 - APPLICABLE TO PARTICULAR FORMATIONS, UNITS, SUB-UNITS, ARMS

& SERVICES
Priorities and Objectives for each Formation, Unit or Sub-Unit

Priorities and Objectives for each Arm and Service
3-A-2
Contents
ANNEX B TO
CHAPTER 3 TO
AFM VOL 1 PT 7
SAFETY IN TRAINING REFERENCE MATERIAL
1. Introduction. There are key reference documents, which lay down criteria
procedures for the safe conduct of military training. This annex lists the principal
documents, but is not exhaustive.
2. Queens Regulations. Queen’s Regulations for the Army, Chapter 5, Part 4 lays
down safety precautions concerning firearms and ammunition. Part 5 refers to the safety
of troops during training.
3. Joint Service Publications.
a. JSP 362 – Defence Lands Handbook.
b. JSP 375 – Volumes 1, 2 (Leaflet 11) and 3 define duties of Commanding

Officers in respect of Health & Safety, including training.
c. JSP 403 – Volume 1 – Handbook of Defence Land Ranges (Safety); and

Volume 2 – Range Design and Construction (Small Arms and Infantry).
4. Army Publications.
a. Army General Administrative Instructions (AGAIs) Volume 1, Chapter 10 –

Military Training to Include Safety Precautions.
b. Army General Administrative Instructions (AGAIs) Volume 1, Chapter 11 –

Adventurous Training.
c. Army General Administrative Instructions (AGAIs) Volume 1, Chapter 16 –

Training Areas.
d. Army General Administrative Instructions (AGAIs) Volume 1, Chapter 18 –

Safety Precautions in Training (Hazards of Water).
e. LFSO 3216 – The Organisation and Arrangements for Safety in Land Forces.
f. CESO (A) Pamphlet – A commanders Guide to Safety and Environmental Risk

Assessment – Edn 5, Dated Jun 2010.
5. Royal Armoured Corps Training. Volume 3 – Pamphlet 1 – Planning, Control &

Safety for Live Firing Practices.
6. Artillery Training. Volume 3 – Field Artillery, Pamphlet 19 – Planning, Control &

Safety for Live Firing Practices.
7. Royal Signals Training. Signals Communications in the Army. Signal Engineering

Instructions (SEIs).
3-B-1
Contents
8. Military Engineering. Volume 2 – Field Engineering, Pamphlet 4 – Demolitions.
9. Infantry Training. Volume 4 – Ranges. Pamphlet 21 – Range Conduct & Safety

Rules.
10. Flying Training.
a. JSP 550 – Military Aviation Policy Regulations and Directives.
b. JSP 551 – Military Flight Safety Regulations.
c. JSP 552 – Military Air Traffic Service Regulations.
11. CBRN Training.
a. JSP 925 Countering CBRN Training
b. AFM Vol 1 Part 5 Operations in CBRN Conditions.
3-B-2
Contents
Part B
IMPLEMENTATION OF TRAINING
Contents
Contents
CHAPTER 4
INDIVIDUAL TRAINING
Contents
Contents
CHAPTER 4 INDIVIDUAL TRAINING

the principles that underpin training, the Subject Page
design of training progressions and Introduction 4-1
planning of activities, this chapter Phase 1 Training 4-9
Phase 2 Training 4 - 11
addresses individual training. It considers Phase 3 Training 4 - 12
first the contemporary requirement for Learning and Training Techniques 4 - 16
individual training, before explaining how Annex
training is delivered and the Individual Training Methods 4-A-1
responsibilities of the chain of command.
It concludes with guidance on the delivery of individual training and training techniques.
0402. The Importance of Individual Training. Training must be designed around

individuals first, since people are the basis of land fighting power and our ‘agile edge1’.
Throughout their service all Army personnel undergo individual training. This provides
them with common military and trade skills so they become increasingly valuable soldiers
and can train and deploy as part of larger military teams. Throughout their career every
soldier and officer should maintain and take pride in a high standard of military skills and
knowledge. Strong collective performances are always based upon strong individual
capabilities and weaknesses in collective performance can often be traced to gaps or
weaknesses in individual training.
When the First World War broke out in August 1914, a

numerically inferior British Expeditionary Force, played a
significant role in slowing and eventually halting the German
advance across Belgium and northern France. The excellent
marksmanship of individual British soldiers played a crucial
role and imposed disproportionate casualties upon the
attacking German Army. At Mons on 23 August 1914, nine
and a half British battalions held four German divisions at bay
for an entire day.
0403. The Individual Training Framework. Individual training is divided into three
phases (Figure B-4-1 refers), with Phases 1 and 2 usually delivered at the start of a soldier
or officer’s service and Phase 3 delivered as necessary throughout the subsequent career.
It is a conceptual framework and is not intended to be adhered to dogmatically. Some
Arms and Services deliver training in three or more distinct phases, and others employ
fewer phases2. Every training progression must be continuous, with deliberate hand-over
of students between organisations. This is particularly important between Phases 1 and 2.
1
Technical superiority over future adversaries cannot be assumed and therefore our people will need to be
more agile – quick and nimble, in both physical and conceptual senses if we are to prevail.
2
For example, the School of Infantry delivers a combined Phase 1 & 2 Combat Infantryman’s Course, whilst
The Royal School of Military Engineering delivers a Phase 2a (combat engineer training) and Phase 2b
(trade training: artisan, driver, etc).
4-1
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Phase 1 Training Phase 2 Training Phase 3 Training

New entry training to Special to Arm training, Training linked to career
provide a common sometimes technical, progression, which
foundation of tailored to the role the develops knowledge,
knowledge, skills and soldier will fulfil in the skills and attitude.
attitude across the Army. deployable Army.
Fig B-4-1 The Individual Training Framework and Definitions
0404. The Organisation of Training. Training delivery is split between the Army
Recruiting and Training Division (ARTD)3 and the deployable Army. The need for Phase 1
Training is set by Director Training (Army) (DTrg(A)), but the Capability Directorates (CD)
define much of the need for Phase 2 and 3 training. The CDs define which functions need
to be delivered by particular trades in an Operational Performance Statement (OPS).
They further direct that which is delivered by training establishments (Training
Performance Statement), that which is to be delivered by the deployable Army (Workplace
Training Statement) and that which they will take at risk (Residual Training Gap
Statement)4. In the deployable Army, training activities must accommodate the Workplace
Training Statement; otherwise unforeseen training and capability gaps will develop in the
Service.
Trg MATT 1 MATT 2 MATT 3 MATT 4 MATT 5 MATT 6 MATT 7 MATT MATT 9
Level Personal Fitness Battlefield Chemical Navigation Values and Operational 8 Counter
Weapon Casualty Biological Standards Law Survive Improvised
Training Drills Radiological Extract Explosive
(BCD) Nuclear Resist Device
(CBRN) Evade (C-IED)
(SERE)
1 2 x WHTs 2 x PFA BCD L.1 TO 4.2 Navigation All All All All
Annual Combat Annual Fitness TO 4.1 & Map
Marksmanship Test Test (AFT) – 8 (survive & Reading
(ACMT) miles operate)
2 1 x WHT 1 x PFA BCD L.2 TO 4.2 Map All All Nil C-IED L.2
Live Fire 3 AFT(TA) – 6 (survive) Reading
(25m shoot) miles
3 1 x WHT 2 x PFA BCD L.3 Nil Nil All All Nil Nil
Fig B-4-2 Military Annual Training Tests and Training Levels5
3
The majority of training establishments attended by Army personnel lie within ARTD. However where
similar training is required for personnel from the other services some Defence Colleges have been
established (e.g. Defence College of Policing and Guarding – DCPG), over which ARTD has coordinating
authority.
4
Further detail can be found at Annex A to Chapter 2, Defence Systems Approach to Training (Quality
Standard).
5
Correct as at 1 Apr 13. Training levels depend upon the individual’s unit role and readiness. For example,
personnel in Regular deployable units should achieve Training Level 1 in all MATTs.
4-2
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0405. Individual Core Skills. In order that knowledge, skills and attitudes gained in
Phase 1 training are maintained to a defined standard, consistent with operational
readiness requirements, DTrg(A) directs military training activities, which are to be
completed within specified time periods. These core skills are currently termed Military
Annual Training Tests (MATTs), they represent the minimum start-standard for collective
training. They are also used as the start standard for many Phase 3 courses and for
Mission Specific Training. MATTs are a product of training policy which is reviewed
annually to ensure that they are relevant, but inevitably there can be a lag, since the
requirement for core skills will evolve continuously. The extant MATTs and Training
Levels as defined at the time of writing are at Figure B-4-2. Annual mandated training
standards such as MATTs will provide a base-line minimum standard, but as the Army
prepares for a contingent future, MATTs will evolve and there are other skills which should
be incorporated as standard. Commanders at all levels are responsible for developing the
individual military skills of themselves and their soldiers to the highest possible standard.
All officers and soldiers, wherever they might be employed in the battlespace, must have
strong individual soldiering skills. The nine MATT subject areas at Level 1 form the basis
of the individual military training curriculum, to which should be added: Command and
Information Systems (CIS), Cultural Awareness and Language, Fieldcraft, and Personal
Security. Achieving these standards throughout the Army, setting a strong example and
motivating soldiers to take pride in these skills is the responsibility of sub unit commanders
and junior officers in particular. Individual military training should focus on these 13
subjects as follows:
a. Weapon Training. A pass score in the Annual Combat Marksmanship Test

should be regarded as the minimum standard for every soldier. Every officer and
soldier must be able to fire all relevant in-service weapons effectively, in realistic
tactical settings by day or night. This level of proficiency requires constant practice, a
combination of simulation and live firing, and a managed progression. Competitive
shooting from sub-unit to Army level promotes interest and can lift standards.
b. Physical Fitness. The Personal Fitness Assessment (PFA) and Annual

Fitness Test (AFT) should be regarded as the minimum standard. All soldiers,
irrespective of age, role or gender should be fit, strong and robust, and be able to
operate to their physical potential.
c. First Aid. All soldiers should expand their first aid competence and confidence
beyond the level defined in MATT 3.
d. Chemical Biological Radiological Nuclear (CBRN). It is essential that

individual officers and soldiers can not only ‘survive to fight’, but that there are the
correct number of instructors and staff officers with the appropriate current CBRN
skills.
e. Navigation. Advanced navigation skills, well beyond the MATT requirement

are essential for officers and NCOs, who cannot count on having tools such as GPS
on future operations.
f. Values and Standards. Values underpin personal motivation and therefore

also leadership. The Army’s six core values6 provide a moral foundation to guide the
6
The Army’s core values are: Courage, Discipline, Respect for Others, Integrity, Loyalty and Selfless
Commitment; when being taught the values and how to apply them recruits often employ the mnemonic
CDRILS.
4-3
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decisions and actions of the British soldier. When values are declared and followed,
they form the basis of trust. Therefore leaders who exercise the Army’s core values
shape the attitudes of subordinates and in the training environment generate
motivated, committed and resilient soldiers imbued with a common ethos (paragraph
0117 refers).
g. Operational Law. In order that we maintain moral legitimacy and win over
populations in an increasingly complex and populated battlespace, soldiers and
officers will need to understand and abide by complex Rules of Engagement (ROE)
undertake detention operations (in accordance with Captured Persons (CPERS)
policy) and manage civilian populations in a humane manner.
h. Survive Evade Resist Extract (SERE). On future operations there are unlikely
to be conventional front-lines, and particularly when operating in small groups
soldiers will be more vulnerable to capture or detention than has been the case in the
past.
i. Counter Improvised Explosive Device (CIED). MATT 9 was developed as a

response to operations in Iraq and Afghanistan. Training should extend to countering
all mines and booby traps, through basic search and ground sign awareness. Such
devices are likely to feature on future operations.
j. Command and Information Systems. This is a relatively new requirement,

often termed ‘skill at information’, but it is likely to include minimum standards of
proficiency at Information Communication Technology (ICT), abilities to analyse,
manage and communicate information and intelligence, and proficiency in the
employment of all relevant tactical Communication Information Systems (CIS).
k. Cultural and Language Skills. All personnel deployed on future operations7

must be appropriately familiar with the culture within which they operate, so that they
can exert influence, contributing to mission success8. Even when not preparing for a
particular theatre, soldiers and officers must have opportunities and be encouraged
to learn about other cultures. Cultural awareness needs to be broadened beyond the
limited theatre-specific syllabus that has hitherto been delivered as part of mission
specific training. All officers and SNCOs should have an understanding of the core
principles of social anthropology: ‘how contemporary human beings behave in social
groups’. Language skills should also be encouraged in all ranks, but are time-
consuming to develop and not always available for contingent deployments.
l. Fieldcraft. Fieldcraft is a broad topic, which encompasses the ability to live in

unfamiliar environments (rural and urban), conceal oneself and detect the enemy and
signs of the abnormal. Fieldcraft should therefore include activities such as:
administration in the field, camouflage and concealment and ground sign awareness.
All officers and soldiers, irrespective of Arm, must be able to operate for long periods
in the field, rather than from fixed bases.
m. Personal Security. Whether it is providing immediate defence for their force

element, contributing to the Operational Security (OPSEC) plan, or protecting
7
Given the multi-cultural composition of the UK population, this skill will be as pertinent for overseas
contingent or engagement tasks as it will be for UK engagement and homeland resilience.
8
The components of cultural awareness training are: structures and politics, history, social conventions, daily
life and verbal/non-verbal communications.
4-4
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themselves and the force in their personal communications, all officers and soldiers
must be able to maintain their own and their comrades’ security.
0406. Employment of Simulation in Individual Training. Simulation allows

individuals more easily to visualise and rehearse what they are trying to do and
understand the context in which the individual’s new knowledge, skills and attitudes will be
applied. Gaming technology has resulted in the introduction into individual training of ‘task
trainers’ such as Virtual Battle Space (VBS). Such systems assist individuals in preparing
thoroughly for a demanding and resource or time consuming live event. It can allow
different individuals to learn at different speeds, or even in different ways, to achieve the
same high standard. It also opens the opportunity for people who have missed a key
training event to catch up with the rest of the unit or course. In future, gaming technology
could mean that officers and soldiers improve their individual skills for fun in their own
time.
0407. Soldiers’ Development: Functional Skills and Command, Leadership and

Management. The Army’s Functional Skills programme delivers literacy (speaking,
listening, reading and writing) and numeracy skills to soldiers. Competence in these skills
(tested in problem-solving scenarios) underpins effective training, enhances individual
performance and contributes to operational effectiveness. In increasingly complex
operating environments where junior ranks can make decisions with strategic implication,
the mastery of functional skills and a ‘problem-solving’ approach are essential components
of a soldier’s armoury. In order to be able to operate effectively in the ranks of corporal
and sergeant, soldiers are required to be competent in their Functional Skills at levels 1
and 2 respectively, to secure promotion. Functional Skills are embedded in the Command
Leadership and Management (CLM) programme for all soldiers. The CLM programme for
corporals, sergeants and warrant officers delivers ICT skills, develops analytical and
creative reasoning skills and provides progressive accredited instructor competencies to
underpin the delivery of unit training. Development of these skills is conducted throughout
the NCO or warrant officer career.
0408. Command and Decision Making. Training, education and importantly

experience allow us to base our decision-making in time critical situations largely on
intuition, rather than on deliberate reasoning or analysis9. There is, however, a major
difference between the approach relevant to tactical situations and the more deliberate
analysis applicable to operational design and strategic thinking. Commanders must be
capable of critical thinking and adaptive reasoning, and be able to apply their cognitive
abilities to their decision making. Education and experience will combine to develop such
skills in commanders. The discipline of routinely exercising and expanding the mind and
exposing it to a variety of situations will enhance a commander’s ability to provide
leadership at the tactical, operational and strategic levels. The Army’s approach to
intellectual development throughout a career underpins the delivery of critical thinkers.
0409. Training for Operational Risk Management. Increasingly risk management is

being employed as a tactical planning tool. Risk in the context of military training is
introduced at paragraph 0124 and risk analysis and management is described at
paragraph 0314. The systems employed in and approach to safety risk management in
training are almost identical to those that can be employed in operational risk
management. Take the example of quad bike casualty evacuation (CASEVAC) on Ex
ASKARI THUNDER. Following a single incident in which a soldier bounced off a quad
9
Joint Doctrine Note 3/11 Decision-making and Problem Solving: Human and Organisational Factors dated
Jun 11.
4-5
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bike and broke his neck, because the bike was going too fast, simulated CASEVAC by
quad bike has been prohibited. In risk terms, the risk has been terminated, but in a military
sense, the risk has been transferred from training to operations, because the Army is
prohibited from practicing an activity routinely undertaken in combat, when training. The
danger is that to remove a risk completely (risk aversion), degrades the realism of training
and transfers it to combat, where the stakes are much higher. What is required are
commanders who can tolerate the risk, or more sensibly treat it – this is the behaviour that
should be encouraged in training. Returning to the quad bike example, the treatment
might be imposing a mandatory speed limit upon quad bikes evacuating simulated
casualties. Therefore during training the Army should aim to reduce safety risks by
allowing commanders under training to treat risky practice, rather than terminate it.
Equally training activities and scenarios should be planned to encourage commanders
under training to judge and take operational risk, in order that they do not flinch from doing
so in combat. Training will also need to reflect the requirement for commanders to
quantify and manage risk to satisfy higher commanders (paragraph 0120.a.(2) refers).
Future operations may be subject to close political scrutiny and political leaders may be
particularly sensitive to risk. Before they will endorse missions, they will need to be
convinced that the risks have been identified and that plans exist to manage the risks
within the political risk tolerance threshold.
0410. Physical and Adventurous Training. All soldiers and officers will need to
maintain a high standard of physical fitness throughout their career, if they are to be ready
to endure the physical and psychological demands of combat. During Phase 1 and 2
training, physical training is accorded a high priority, but such are the time pressures
during Phase 3 training, that it is often a lower priority10. In the Field Army physical training
will always be accorded a high priority; sport and adventurous training can play invaluable
supporting roles:
a. Physical Training. Appropriate physical fitness can only be maintained

through regular exercise. Three 40 minute physical training periods of moderate to
high intensity, per week, is considered the minimum commitment necessary to
maintain an adequate standard of fitness. Physical training should be progressive
and swimming is an excellent medium to develop fitness, whilst reducing the impact
upon limbs. The minimum standard of physical fitness which soldiers must maintain
is mandated under MATTs and there are a range of additional operational fitness
tests available for commanders wishing to assess their unit’s preparedness for the
more significant physical demands of operations.
b. Sport. Physical fitness and agility, teamwork, self-discipline, determination and

courage are key elements of sport and soldiering. The pursuit of excellence and
striving to win, while coping with and learning from defeat, are additional virtues that
service persons can accrue from sport. Furthermore success in sporting activities
builds morale and confidence across units. Given the clear synergies between sport
and the military profession, regular sporting activities, with broad participation, make
an invaluable contribution to workplace training.
c. Adventurous Training. All soldiers are introduced to Adventurous Training in

Phase 1 training and ideally every soldier would be an enthusiast for at least one
adventure sport or activity, and every officer or NCO a qualified leader or instructor,
10
During Phase 3 training students are drawn from their Field Army units, which have to manage the
resultant gaps in their strength. Consequently available time is a significant constraint resulting in scant
provision for physical training on many courses.
4-6
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because it is an excellent way to develop soldiers and commanders, and strengthen

teams. Planning and leading adventurous activities, develops in junior commanders,
command, leadership and staff skills that they will require in their operational role.
They can experience friction, uncertainty and sometimes disruption and dislocation;
as a result they become more resilient commanders. Through shared challenges,
adversity and learning to cope with fear, adventurous pursuits can build resolute
followers and reinforce the moral cohesion of military teams. They are an excellent
method of bringing the Core Values to life. Finally, when conducted overseas in
unfamiliar environments, adventurous activities can assist in the development of
cultural awareness and encourage the development of language skills.
Fig B-4-3 Army Adventurous Training – Surf Kayaking
0411. Continuous Professional Development (CPD). Consistent with the Whole

Life Development Model, Arms and Services should develop and maintain CPD strategies,
spanning a full career for each trade. It is a commander’s responsibility to afford CPD
opportunities for subordinates. CPD strategies should seek to maximise individual
potential for the mutual benefit of the individual and the Arm or Service. All categories of
Phase 3 training should attract National Qualification Framework (NQF) credits and CPD
strategies should seek accreditation with professional bodies. The aspiration should be to
afford a 16 year old recruit a route to a NQF Level 6 award (equivalent to an Honours
degree) by the end of a 20+ year career. In this manner, CPD strategies will be powerful
tools, supporting the maintenance of the Army’s agile edge. DETS(A) is the Army
Competent Authority & Inspectorate for accreditation and sets in place accreditation for
pan-Army schemes. Trade sponsors (usually the Capability Directorates) are responsible
for trade-specific accreditation schemes. All schemes are governed through the Whole
Life Development committees run by DETS(A).
0412. Standard and Enhanced Learning Credits. Standard and Enhanced

Learning Credits (SLC and ELC) are financial support opportunities afforded to service
persons for Personal Development activities. Whilst there must always be a personal
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contribution, SLC and ELC can substantially reduce the personal financial cost of and are
therefore a strong incentive for Personal Development.
0413. The Whole Force11. In the future, British military deployments will be
undertaken by a ‘Whole Force’ comprising regular and reserve soldiers, civil servants from
across Government and contractors; all will require some level of individual training:
a. Reserves. The responsibilities of commanders in Reserve units to lead and

achieve the high individual skills described in this section are exactly the same as
their Regular counterparts. The challenge is making training not only effective, but
given the man training days available, efficient, and given the limitations of many TA
centres, imaginative. Principles for training the Reserve are at paragraph 0114.
b. Other Single Services. There will remain a requirement to provide officers and
other ranks from the other two Services, the individual skills to enable them to survive
and operate in the land environment.
c. Government Employed Civilians and Contractors. Civilians and contractors

will need to be fully integrated into the force, equipped with the skills to operate in a
hostile environment and the ability to fulfil specified roles, in support of the mission.
However they are unlikely to be employed in combat roles.
0414. Recording Achievement of Training. As explained at paragraphs 0215 and

0216, the achievement of all training must be recorded, both for efficiency reasons and to
ensure that training gaps and therefore risk can be identified and quantified. There are
improving tools for the tracking and recording the individual achievement of training. Such
systems are often bespoke databases, but in time are likely to migrate to Defence HR
systems such as JPA.
11
Paragraph 0107 refers.
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Section 2 – Phase 1 Training
0415. Definition. Phase 1 training is initial training delivered to recruits, to provide a

common foundation of military knowledge, skills and attitude, across all Arms and
Services. It defines the graduate as a British soldier.
0416. Common Military Syllabus. Phase 1 training comprises a Common Military

Syllabus to train the British soldier and prepare recruits for further training in their chosen
specialization and their initial assignment to the deployable Army. The Operational
Performance Statement is owned by D Trg (A) and revised annually. The syllabus reflects
the Army’s requirement for individual core skills; the principal subjects are listed below.
Reservists cover a similar syllabus, but in less detail, on shorter courses.
a. Skill at Arms.
b. Physical Training.
c. Qualities of the British Soldier (QBS)12.
d. Fieldcraft.
e. First Aid.
f. Drill.
0417. Delivery. Being a formative experience, Phase 1 training is delivered in

bespoke military facilities. On conclusion of Phase 1 training the recruit joins their chosen
Regiment or Corps.
a. Regular Soldiers. For regular recruits over 17 years of age, Phase 1 training is
delivered in Army Training Regiments13, whilst recruits under 17 years of age
undertake Phase 1 training in the Army Foundation College.
b. Reserve Soldiers. Training for the Reserve needs to be more flexible than for
Regular soldiers. Therefore whilst the preferred route for Phase 1 training would be
attending a consolidated course at an Army Training Regiment, an alternative
modular option, employing regional training facilities should continue to exist.
c. Officers. All officers are trained at the Royal Military Academy Sandhurst, on a
syllabus which includes the CMS, but also command, leadership and management
topics. Reservist officers attend a shorter course, but will have undertaken some
preliminary training in an Officer Training Regiment.
0418. Care of Under 18s. Being a physically demanding profession, the Army needs
young people. It will seek to recruit soldiers and officers from the moment they leave full-
time education. The earliest a British student can leave full-time education is when they
are 16 years old, but they are not legally defined as an adult until they are 18 years old.
12
This includes education and training on the British Army’s Values and Standards. The Core Values being:
Courage, Discipline, Respect for Others, Integrity, Loyalty and Selfless Commitment.
13
Infantry recruits are trained in Infantry Training Battalions, very similar to Army Training Regiments, but
bespoke to the needs of infantry initial individual training.
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Therefore the Army’s Phase 1 and 2 training establishments are structured and operated
to ensure an appropriate level of supervisory care for trainees under 18 years of age.
0419. Raising the Participation Age (RPA). RPA legislation will come into effect in
2013 which will place a requirement on all individuals to participate in education or training
either by remaining in school or entering into other forms of training/education. RPA does
not mean young people must stay in school; they will able to choose one of the following
options post-16:
a. Full-time education, such as school, college or home education.
b. An apprenticeship.
c. Part-time education or training if they are employed, self-employed or

volunteering full-time (which is defined as 20 hours or more a week).
Fig B-4-4 Adaptable Force Reservist – Overseas Training

Exercise (OTX) in Italy
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0420. Definition. Phase 2 training is Special to Arm training, sometimes technical,

tailored to the role the soldier will fulfil in the Field Army. It provides the service person
with a particular trade, but will build upon elements of the Common Military Syllabus,
particularly physical training.
0421. Training Content. In Phase 2, soldiers are trained for in excess of 220
different roles, spanning combat, engineering, logistic, information, HR & finance and
medical disciplines. The need is dictated by Capability Directors, both in terms of
performance and numbers of trained personnel required. Courses tend to be equivalent in
academic terms to GCSEs or A-Levels (National Qualification Framework Level 2 or 3)
and can last up to 18 months in duration.
0422. Delivery. Phase 2 training is delivered in schools specializing in different

disciplines. Often such schools are aligned to the Arm or Service the soldier or officer has
joined, but where there is commonality across the single services, Defence colleges have
been established to realize efficiencies.
0423. Partnerships. Many of the roles for which soldiers and officers are trained
have civilian equivalents and therefore to ensure effective and efficient training, there can
be advantages in developing a partnership with commercial or public sector training
organisations and professional institutions. Such partnerships can assist in ensuring that
both the skills being taught are technically relevant and up-to-date, and that tuition is
delivered employing the most effective methods.
0424. Military Ethos. Given the highly technical content and extended duration of
some Phase 2 training activities, particular care must be taken to ensure that students
retain the military ethos and skills which they develop during Phase 1 training.
0425. Reserves. Phase 2 training for Reserves is constrained by the available time
and resources. Whilst there is an aspiration to deliver Phase 2 training at the Regular
Army training establishments, a proportion of Reserve Phase 2 training is likely to be
delivered by the parent unit. This is can be mitigated in the future through the following
means:
a. Specialisation. Some Reserve units will specialise in niche roles, allowing

them to limit their Phase 2 training requirement to that which can be delivered within
time and resource constraints.
b. Targeted Recruitment. It is increasingly likely that Reserves will be targeted

for their civilian qualifications, particularly in those disciplines where it would not be
possible to deliver the Phase 2 training requirement in the available time.
c. Integration into the Whole Force. When Reserves are integrated into a
predominantly Regular force, the receiving unit must understand that Reserves who
have completed Phase 2 training, will join the force with an individual deficit in
comparison to their Phase 2 trained Regular counterparts.
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0426. Definition. Phase 3 training is that undertaken throughout a career, often

linked to progression in rank and which develops military knowledge, skills and attitude.
Often it will provide specialist skills or prepare individuals for employment in higher ranks
and is complemented by personal development activities.
0427. Delivery. Phase 3 training is delivered throughout a career and employs

predominantly three means: attendance on courses, distance learning and workplace
training.
0428. Whole Life Development Strategy. The Whole Life Development Strategy
describes the related activities of Professional Development, Personal Development and
Career Management:
a. Professional Development. Professional Development includes those

elements of training, education, experience and guidance which deliver
competencies (knowledge, behaviours or skill-sets) which are directly relevant and
contribute directly to an individual’s ability to perform better in his/her current or future
appointments. While Professional Development may support Personal Development,
this is as a consequence and not as a purpose. Professional Development is
informed principally by the requirements of the employer.
b. Personal Development. Personal Development covers the education, training

and experience that enhances professional and career development and promotes
personal motivation. Personal Development includes those elements of training,
education, experience and guidance which are not directly relevant nor contribute
directly to an individual’s ability to perform better in his/her current or future
appointments. Personal Development is rather about an individual acquiring new
competency (knowledge, behaviours, or skill-sets) which add to the sum of an
individual’s ability. While Personal Development may support improved performance
in an individual’s appointment(s), it is as a consequence, and not as a purpose.
Personal Development is informed principally by the requirements of the individual.
c. Career Management. Career Management is an element of Career

Development which is the responsibility of the Career Manager and the individual
officer or soldier. Career Management contributes towards the end-state of an officer
or soldier, who has provided value to the Army and has had a rewarding career
successfully resettling with experience, skills, qualifications, accreditation and
aspirations met.
0429. Whole Life Development Model. Figure B-4-3 below depicts the inter-related
activities of Professional Development, Personal Development and Career Management.
The model illustrates the different categories applied to Personal Development which
underpin the priorities for provision and funding strategies. It should be noted that
Personal Development overlaps with Professional Development; Career Management
encompasses the whole of Professional Development and some of Personal
Development. The areas of overlap can be categorised differently, as follows:
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Career managed Elective Personal

personal development Development supports
Individual deficit to be aligned to personal goals individual interests and
corrected to facilitate and of benefit to the personal aspirations.
professional development military career.
in the short term.
Professional
Career Development Personal
Management Cat 1 Cat 2 Cat 3 Development
‘formal training,
education and
experience’
Learning Culture
Fig B-4-5 The Whole Life Development Model14
a. Category 1 – Individual Deficit. Category 1 is the overlap between

Professional Development and Personal Development. It indicates the individual
deficits that must be addressed in the short term to enable effective Professional
Development to take place. Individuals may need to undertake Personal
Development in order to meet the standards for a Professional Development course
or to address key areas where skills or knowledge are lacking. This category of
Personal Development usually has immediate impact on an individual’s career.
Examples include raising literacy and numeracy standards in order to cope with
course content.
b. Category 2 – Career Managed Personal Development. Category 2 relates to

Personal Development activities which sit outside Professional Development but still
have an element of active Career Management. This category includes broader
educational programmes. Whilst not mandated for all, it should be endorsed and
supported by Career Managers and the Chain of Command. It may not be
specifically focused on the next appointment but should be of benefit to an
individual’s Army career and also aligned to personal goals, thereby building
motivation and commitment. Individuals may wish to build on Army-provided
Professional Development where they have the ability and motivation to progress
14
This model is intended as a guide. There is no hard and fast rule for which category an activity falls into.
This will depend on the individual soldier concerned and what his/her requirements are. An activity, which is
seen as addressing a Professional Development deficit for one soldier, could be a career managed Personal
Development activity for another. Similarly, an activity which is a career managed Personal Development
activity for one soldier could be an elective Personal Development activity for another.
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beyond the output standard. Examples in this category include the Higher Defence
Studies Programme and the University Short Course Programme.
c. Category 3 – Elective Personal Development. Elective Personal

Development opportunities include those activities that support individual interests or
transition to future employment. These opportunities may have an indirect benefit to
military capability since they engage personnel in the learning habit and that
improves their ability to respond to professional and career development. Just as
importantly, they contribute to morale and therefore are retention positive.
The categories of Personal Development must also be considered in the context of pre-
employment training (PET) and Continuous Professional Development (CPD). PET is a
course of training required to undertake a specified appointment and clearly falls into the
Professional Development sphere; PET may also address an individual deficit. CPD may
sit within Professional Development, for example where a professional membership is a
requirement of an appointment (e.g. Chartered Engineer); however it may also fall into the
Personal Development arena, where an individual undertakes a course of study to
maintain or develop skills and competencies which contribute towards professional
effectiveness in the longer term.
0430. Workplace Training. A substantial proportion of Phase 3 individual training is

delivered in the deployable Army through distributed15 or workplace training16. Generally,
distributed training is training owned by the training school/establishment, but delivered
either under franchise in unit or remotely at a number of locations. It may be delivered by
instructors from the training school, or by qualified unit NCOs with the support of a
qualified instructor supervisor. Workplace training usually refers to completion of the
Workplace Training Statement (WTS), which is delivered in the employing unit or
elsewhere, under the direct control of the workplace line management. This type of
training is generally delivered by unit NCOs under supervision of the chain of command.
To be efficient and effective, training delivered in unit, whether it precedes, follows or
replaces a residential course, must be coherent with the training delivered in Phase 3
training establishments. Such coherence requires close cooperation between Phase 3
delivery units and parent units in the deployable Army and mutual understanding of the
Training Objectives to be delivered. Factors to be considered are:
a. Training Organisation. All deployable Army units must maintain a robust

training organisation. The training organisation is usually headed by the unit 2IC and
should comprise a network of appropriately trained instructors, with appropriate
leaders and supervisors. A particular challenge that will face units is the
maintenance of the requisite number of trained instructors17, but the release of
personnel to be trained as instructors must be accorded a high priority, since without
them, the unit cannot train. The Command, Leadership and management (CLM) and
Junior Officer Leadership Programme (JOLP) courses provide training at the
15
Training that is conducted away from the organisation responsible for the development, maintenance and
management of the training. It may be based on individual materials, instructor-led packages or a course
conducted at a number of locations.
16
Workplace Training refers to the formal training delivered outside the training school/establishment to
address all, or part, of the training required to meet the OPS. Workplace Training may comprise On Job
training, Distance Learning or courses delivered by commercial organisations/civilian training and education
providers.
17
The number of course trained personnel to be held in a unit is set by D Trg (A) and routinely published in a
Defence Instruction & Notice. Extant direction is at 2012DIN01-109, Mandated Course Trained Personnel
within an Army Unit, dated Jul 12.
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appropriate level for NCOs and officers delivering, supervising or managing

workplace training but other specialist instructional roles, for example Skill At Arms
and MATTs, will require separate qualifications, specific to subject.
b. Opportunity for Experimentation and Failure. As a principle, ‘training must

be permissive of error’, but given the resource and time constraints implicit in
collective training and the professional implications of failure on Phase 3 career
courses, the main opportunities for experimentation and failure are likely to be during
training in unit. Therefore during workplace training, commanders must afford their
subordinates opportunities for experimentation and failure. Reflection and feedback
should then be encouraged through coaching to ensure that the appropriate learning
has taken place.
c. ‘Brigaded’ Approach to Phase 3 Training. When a number of units share a

common readiness cycle, there will be opportunities for formations to take a common
approach to Phase 3 training, which can be a useful aid in bridging the gap between
individual and collective training. For example, a Reaction Brigade may elect to
‘block-book’ a reconnaissance and tactics course delivered by the Land Warfare
School for all Combat, CS and CSS force elements who will contribute to formation
and BG ISTAR screens. Alternatively they might plan training concentrations
covering common skills across the formation such as support weapons or driving.
Concentrations can make efficient use of resources and also

through training individuals in the combined arms teams with
which they might subsequently deploy, bridge the gap between
individual and collective training.
Fig B-4-6 ‘Brigaded’ Approach to Phase 3 Training
0431. Mission Specific Individual Training. In the event of a specific operational

commitment materialising once a force is approaching or at readiness, there is likely to be
a requirement for mission specific individual training. The requirement will be driven by the
mission, the environment and geo-strategic context and the capabilities being deployed
from across Defence. Topics are likely to range from cultural awareness, language and
CJIIM planning skills to the operation and command of capabilities procured to meet an
Urgent Operational Requirement.
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Section 5 – Learning and Training Techniques
0432. How People Learn. There are different approaches to learning. Learning
theories became a popular topic in the 1970s and 80s and are incorporated into Army
Command, Leadership and Management (CLM) and Instructor training courses. David
Kolb developed a Learning Cycle in the 1970s.
0433. Kolb’s Learning Cycle.

Kolb suggested that the learning Concrete
process should represent a four stage Experience
cycle (Figure B-4-7 refers) or spiral (doing/having

an experience)
where immediate or concrete
experiences provide the basis for Active
Reflective
observation and reflections. These

Observation
Experimentation
(reviewing/reflecting
are then assimilated into abstract (planning/trying out
what you have
on the experience)
concepts which lead the learner to learned)
actively test and experiment new Abstract

actions, which in turn create new Conceptualisation
experiences. According to Kolb,

(concluding/learning
from the experience)
therefore, the most effective learning
takes place when learners are given
the opportunity to utilise all four
stages of the cycle. Fig B-4-7 Kolb’s Learning Cycle
0434. Honey & Mumford’s Observe

Learning Styles. From Kolb’s work, Having an
Honey and Mumford developed their

experience
‘Learning Styles’, which is now

accepted as one of the seminal texts
on learning theory. Honey and Activists Reflectors
Mumford took a decision cycle and Act Orientate
identified four different styles of Enacting the

plan
Reflecting on
the experience
learning: Activist, Theorist, Pragmatist Pragmatists Theorists
and Reflector, that individuals
naturally prefer (Figure B-4-8 refers).
In order to improve their own learning, Decide
each learner should understand their Drawing
preferred learning style, exploit that conclusions
style in learning, and develop

attributes associated with other styles
to maximise their learning Fig B-4-8 Honey & Mumford’s Learning
effectiveness. Styles
0435. Application of Learning Theories. Whilst the theories espoused by Kolb18

and Honey & Mumford19 can be of benefit to instructors and commanders, judgement
should be exercised in their application. They are not universal laws. When applied, in
common with all teaching methods and theories, their effectiveness should be reviewed
periodically.
18
Kolb, David (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall. ISBN 0-13-295261-0.
19
Honey, P & Mumford, A (2006). The Learning Styles Questionnaire, 80-item version. Maidenhead, UK,
Peter Honey Publications. Honey, P. & Mumford, A. (1982) Manual of Learning Styles London: P Honey
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0436. Learning Difficulties20. It is estimated that up to 10% of children in the UK

have a specific learning difficulty. Therefore a significant minority of soldiers and officers
are likely to have some form of learning difficulty. In a supportive environment, in which
training and education is structured to meet a particular individual’s need, their learning
achievement should equal those without any form of learning difficulty. To achieve this,
advice should be sought from educational staff. Educational interventions, including some
technology-enhanced learning solutions, offer options for personnel whose learning
development can otherwise be hampered21. Learning difficulties can also present later in
life, either through physical injury, emotional or psychological trauma and in this case
medical as well as educational advice should be sought.
0437. Self-Assessment and Learner Led Education. At the start of a training

activity, students will not present with a uniform start-state of knowledge and skills. The
students themselves know best their strengths and weaknesses. Therefore in a spirit of
honesty, self-assessment at the start of and throughout a training activity can be a very
powerful motivational tool, encouraging students to give of their best. In addition, Phase 3
students will all come with their own experiences of service life and therefore a ‘learner led’
style of instruction in which the students take greater ownership of course progression can
also increase levels of motivation.
0438. Training Methods and Media. The analysis of training methods and media is
important to determine the most cost-effective way of imparting the required Knowledge,
Skills and Attitudes (KSA) in training. Methods are the strategies or techniques used to
impart the required KSA, while media are the tools and means used to apply the methods
selected. The analysis of methods and media is a function of training design, which
considers many factors e.g. the requirements identified by the KSA analysis,
characteristics of intended trainees, characteristics of instructors, cost effectiveness,
training effectiveness and availability of learning resources. Although from a purely
instructional standpoint, a particular media may appear to be best suited to a particular
training event, it can only be adopted as the final solution if all resourcing issues
(manpower, facilities etc) combine to produce the most effective, efficient and economic
overall through-life package. The options resulting from analysis are dependent upon the
type of project, training policy, training throughput and best practice. These are then
evaluated by comparing the training and cost effectiveness of each option, from which the
most suitable blend of methods and media is chosen and recommended with supporting
justification. All instructional methods have advantages and disadvantages. Traditionally,
much of military training has been delivered using the Direct Teaching method, in which
the learning objectives are very specific and it is relatively easy to measure trainee gains.
This method is good for teaching specific facts and basic skills, but can be less effective
when developing higher-order thinking skills. In this case, other methods may be brought
into use, such as role play, cooperative learning, discussion groups or case studies.
20
In health and social care contexts, the terms ‘Learning Disability’ and ‘Learning Difficulty’ are often used
interchangeably. The terms cover a broad spectrum of learning impairment, but there is general agreement
that specific learning difficulties such as dyslexia do not constitute a learning disability. For the purposes of
this AFM, a ‘Learning Difficulty’ is defined as: ‘a specific problem with learning new skills, or understanding
new or complex information, as a result of medical, emotional or language problems, but not a significant
general impairment in intelligence’. Dyslexia, Attention Deficit and Anti-Social Behaviour disorders are some
of the most common learning difficulties.
21
Goswami, U. (2008), Foresight Mental Capital and Wellbeing Project, Learning Difficulties: Future
Challenges, the Government Office for Science, London, UK.
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0439. Instructional Techniques. While suitable training methods and media are
identified during the training design process, it is ultimately the instructor who must
successfully exploit the available time and resources to achieve the desired learning
outcomes. Instructors are trained to employ a range of tools and techniques to ensure that
trainees are motivated, challenged and supported22 throughout training. Increasingly the
Army is adopting a learner-centric approach, with maximum trainee participation and
limited use of instructor broadcast as a technique. Peer to peer activities are strongly
encouraged to develop trainee confidence and teamwork. Coaching techniques are used
to motivate and challenge the trainee and to unlock potential and improve performance.
Competition between individuals or teams involving mental or physical endeavour is also
used as a device for improving performance and for developing robustness and the desire
to win (paragraph 0313.i. refers). Balance and care, however, are required to ensure that
trainees are encouraged and motivated but not demoralised. Instructors must therefore be
able to recognise when trainees need to be given greater guidance and support, and when
they should be given the opportunity to experiment and to learn from their own and others’
mistakes. This balance of instructor-trainee control of learning, aims to develop a more
independent learner, who is confident in his/her own ability to adapt and adjust quickly to
the changing demands of the operational environment. Annex A describes a number of
common individual training methods that can be employed.
0440. Instructional Media. Instructional media is used to make training more

realistic, engaging or understandable. In practical contexts, the ideal media would usually
be the actual equipment to be used on the job, but this is not always practicable or cost-
effective. Often, simulators or part-task trainers are provided as an alternative to real
equipment. The use of learning technology, e.g. Virtual Learning Environments (VLE),
mobile devices and computer aided instruction is now more common in compulsory
education and this has impacted on trainee expectations of military training. Increasingly,
training solutions aim to engage the trainee through the use of learning technology as part
of a blended learning23 approach. Instructors therefore need to be familiar with the range
of media available to them in a particular training environment and should be properly
trained in its use.
Annex:
A. Individual Training Methods.
22
ARTD Instructor training is underpinned by Values Based Leadership and focuses on providing the trainee
with ‘Vision, Support, and Challenge’: AC 71928 A Guide to Leadership in the ARTD
23
An appropriate mix of methods and media including both traditional means such as face to face in a
classroom and the use of learning technologies. A blended learning solution combines educational and
training methods, media and environments to increase learning effectiveness and efficiency to meet specific
training and education needs. These solutions can then be considered and prioritised within practical
constraints such as cost, time, political and legal.
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ANNEX A TO
CHAPTER 4 TO
AFM VOL 1 PT 7
INDIVIDUAL TRAINING METHODS
Method Description Output Examples

Explicit teaching Trainees are directed toward specific learning Used for introducing new topics Most lessons in initial recruit training.
goals in a highly structured environment. Skills and specific skills. It provides
are broken down into small parts and taught guided instruction to achieve a
individually using explanation, demonstration basic understanding which can
and practice. Theory topics are taught in a then be built on through further
logical order and directed by the instructor. practice.
Lecture Instructor-led delivery of a topic. Trainee Can be used to stimulate Visiting speaker on leadership.
activity is mainly passive. reflection and encourage
curiosity in more complex topics.
Often used as a broadcast tool
to deliver simple information to
large audiences.
Cooperative Team based activities where the success of the Positive interdependence within These range from simple team-based
learning group depends on all contributing to the the team, development of activities in the classroom to command
learning outcome. Trainees are provided with individual accountability and tasks.
the tools to work in a collaborative social skills. Techniques include:
environment. Groups are small and members Jigsaw
share the various roles, which are Snowball
interdependent. Instructor acts as facilitator. Marketplace
Peer to peer Trainees work together as partners. One Reflection on existing skills and Practice session – stripping and
learning performs the task while the other observes and knowledge, increased assembling a weapon
provides feedback. Roles are later reversed. performance through shared
learning, development of social
skills
Role play Trainees act out characters in a defined Attitudinal development, Lesson on bullying
situation. Instructor facilitates feedback and understanding of concerns,
reflection. values and positions held by
others.
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Contents
Brainstorming Large or small group activity. Instructor poses Encourages focus on a May be used in any lesson to develop
a question or problem and trainees express particular topic and free flow of interest and engagement e.g. ‘What makes
possible answers. All contributions are ideas. Encourages participation a good leader?’
accepted without criticism or judgement. and sharing of ideas.
Evaluation and discussion of final results is
facilitated by instructor.
Guided discussion Instructor initiates the discussion and then Stimulates thought, allows Discussion on the need for Values and
allows trainees to develop its progress, guiding trainees to clarify and expand on Standards in the Armed Forces.
them back to the desired path as needed. their ideas and those of others.
Promotes positive group
interaction and conversation.
Simulation The trainee is placed in a simulated ‘world’ by Promotes the use of critical and Education course using a simulated world
the instructor using an instructional scenario. evaluative thinking. to highlight the complexities of foreign
The trainee experiences the reality of the policy and defence.
subject and gathers meaning from it.
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CHAPTER 5
COLLECTIVE TRAINING
Contents
Contents
CHAPTER 5 COLLECTIVE TRAINING

the principles that underpin training, the Subject Page
design of training activities and the Introduction 5-1
delivery of individual training, this chapter Team Training 5-5
explains how collective training is Special to Arm Training 5-8
Combined Arms Training 5 - 12
delivered. As explained at paragraph Command Training 5 - 18
0112 and Figure A-1-2, collective training1 Training for and on Operations 5 - 22
comprises 4 of the 5 categories of training. Training for other Environments and Roles 5 - 26
The categories are not mutually exclusive, Annex
indeed they will often be mutually Collective Training Methods 5-A-1
supporting. For example, in the latter
stages of collective training, the training of a combined arms battlegroup, will often
culminate with a combined arms training activity in which team, special to arm and
command training occur concurrently, in the context of combined arms manoeuvre. This
chapter will address collective training in a progressive manner, commencing with team
training, progressing through special to arm and combined arms training, to command
training. The final two sections will highlight training for and on operations and training for
specific environments and roles. Throughout the chapter, reference will be made to
guides on the organisation and conduct of specific activities, held in Chapter 6.
0502. Collective Training – An Overview. Collective training is the process by

which competent individuals are gradually forged into teams of increasing size, complexity
and capability. A force is not ready for operations until it has undergone robust and
realistic collective training, to training objectives and conditions consistent with the
operational requirement. Every training progression will employ a variety of methods, but
will be unique, meeting the specific requirements of the force and operational task.
Collective training will often include adversarial or competitive elements, to replicate the
challenges of fighting a real enemy; is likely to include expeditionary elements, to reflect
the austerity of operations and will need to meet the needs of the ‘Whole Force’2, ensuring
that it is able to operate in a CJIIM3 context.
0503. Collective Training Definitions. Collective training definitions provide generic

building blocks for a progressive collective training system. They are used by training
deliverers and training audiences to describe intent, are of use to those who resource
training, since they can be linked to funding and are a useful contribution to operational
readiness. Collective training definitions are a key policy tool in the management of
collective training. There are two principal definitions: Collective Training (CT) levels
which highlight the training audience, type of event, responsibilities and end state and
Collective Training Competence (CTC), which is an indication of a unit’s preparedness for
operations. A unit cannot be awarded a higher CTC than the level of the training activity
undertaken. For example a commander may award CTC 4 to a unit only after a
1
The training of two or more individuals, building to sub units, units and formations in the conduct of tactical
operations. It comprises 4 of the 5 categories of training: team, special to arm, combined arms and
command and staff training.
2
Regular, Reserve, Civil Servants and Contractors.
3
Combined, Joint, Intra-Governmental, Inter-agency, Multinational.
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CT Scale Endstate
Level Combat Arm Combat Support Combat Service Support Command, Control &
Command Support (C3)
1 Collective A manoeuvre or specialist support A detachment, section, troop or A detachment, section, troop or Staff teams and branches
training up to troop or platoon competent in its platoon competent in soldier first platoon competent in soldier first competent in soldier first and their
troop/ platoon core skills, ready to group for sub- and core skills ready to group for and core skills ready to group for core skills ready to group for HQ
level unit integrated field training in a sub-unit training in a tactical sub-unit training in a tactical collective trg.
tactical context. Sub-unit context. Sub-unit commander to context. Individuals able to operate
commander to have assessed and have assessed and evaluated platforms as required for ops. Sub-
evaluated performance. performance. unit commander to have assessed
and evaluated performance.
2 Collective A manoeuvre sub unit or HQ or A sub-unit competent in its core A sub-unit or task organised The HQ competent in its execution
skills training echelon, of a combat arms unit, skills ready to group with other element competent in its core skills of C2 functions on training or
at sub-unit competent in its core skills, ready to Arms for integrated training in a ready to group with other arms or operations.
level group with other arms for integrated tactical context. services and CSS functions in a
field training in a tactical context. tactical context.
3 Sub-unit Sub-units trained within a task Tac Gps competent in special to Groupings integrated into BG Force elements competent in the
training in a organised BG, under a competent arm skills, ready to integrate into echelons, competent in their provision of a fully integrated and
tasked BG HQ, skilled in the necessary BGs for training or operations. provision of service support and tested networked C2 capability,
organised unit procedures to deliver a basic level Other elements competent in integrated appropriately. Sub units including real life support and force
or combined of BG capability for all arms special to arm skills, ready for trained within a task organised protection.
arms BG manoeuvre, from war-fighting to multi-discipline integration with group including other CSS and BG
context. Military Assistance to Stabilisation combat arms groupings. Unit force elements, capable of planning
and Development (MASD), ready to commander to have assessed and and executing complex tasks. Unit
progress to CT4 training. Unit evaluated performance. commanders to have assessed and
commander to have assessed and evaluated performance.
evaluated performance.
4 Task organised A task organised unit or BG, Elements competent in role and Fully integrated CSS from 1st to 3rd
unit or BG operating under a competent integrated fully within a line. A task organised unit,
training formation HQ, able to demonstrate BG/formation context. operating under a competent
conducted in a the ability to operate in a complex, formation HQ, able to demonstrate
combined arms joint, interagency and multinational the ability to operate in a complex,
formation environment. Brigade commander joint, interagency and multinational
context to have assessed and evaluated environment.
performance.
5 Brigade sized A manoeuvre brigade, operating under command of a competent, higher A logistic brigade, operating under command of a competent, higher single
formation and multinational formation HQ, prepared to operate in a complex, joint, service joint HQ, prepared to operate in a complex, joint, interagency and
training interagency and multinational environment, exercising command and multinational environment, exercising command and control in concert with
control in concert with civilian agencies and international allies. civilian agencies and international allies.
6 Division sized A deployable divisional HQ able to command and control all combat, CS and CSS elements as a self-sustaining Tactical HQ on hybrid operations. Able
formation to plan and integrate joint effects whilst in contact, and capable of C2 of divisional manoeuvre within a Corps context. In MASD, execute C2 of brigades
training operating at the provincial level conducting framework operations, and deliver discretionary operations that achieve a decisive effect.
Fig B-5-1 Collective Training Level Audiences and Endstates
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CT 4 event. Figure B-5-1 summarises the current audiences and endstates for CT levels4.
0504. Collective Training Methods. There are 13 commonly recognised collective

training methods, which are listed at Annex A. The list is not exclusive and there are other
methods, including individual training methods than can be applied in collective training.
Any collective training progression will employ a combination of methods, to deliver the
most efficient and effective training. At Chapter 6 are a series of guides on how to
organise and conduct training activities, reflecting a number of the collective training
methods.
0505. Progressive Nature. All military training should be progressive, but this is
particularly true of collective training. Collective training must be founded upon
established individual skills, comprising common military and some specialist skills.
Similarly higher level collective training competencies must be found upon well-established
lower level competencies. Collective training commences with the generation of crews
and small teams. The principles are similar whether the team being trained is a staff cell in
a headquarters or the crew of a vehicle. Once competent teams have been generated it is
usual to focus upon special to arm collective skills, before then integrating sub units and
units to undertake together, combined arms training. Throughout a collective training
progression there will be progressive command training for commanders and their staffs.
0506. Employment of Reserve Personnel. Many of the principles listed at

paragraph 0114 apply to collective training. In general, there is no difference of approach
to collective training, whether for Reserve or Regular soldiers. There are particular
challenges for the Reserve, such as high turnover of individuals and inexperience of
commanders, which tends to hold back collective training. On the other hand, some other
Reservists serve in the same sub unit for many years, which can allow the development of
in-depth expertise in specific roles, seldom a benefit Regulars enjoy. ‘Pairing’ policy allows
Regulars to mentor Reserves, and Reserve sub units and individuals to participate in
Regular training, which can be highly mutually beneficial. Particular attention has to be
paid to programming, since Reserves are usually available to train when Regulars
normally plan time off or leave.
0507. Training and Confirmation. Collective training will include both training and
confirmatory activities. Training activities must be structured to allow students to practice
tasks more than once and make mistakes, within appropriate safety controls. At the end of
a training activity, there is a requirement for the accurate assessment of the achievement
of objectives. Objective assessment of training informs the design of future training
iterations, but also allows the commander to capture risk or opportunity in the training
progression (paragraph 0315). The standard is only achieved when the skill can be readily
repeated. Finally, before they start a particular activity, students must understand whether
they are undertaking a training or confirmatory activity.
0508. Foundation Training. Foundation training allows units to achieve tactical

competence on core equipments, through progressive individual and collective training to
a common scenario, thereby achieving a generic operational readiness. It must replicate,
as faithfully as possible and as appropriate at different stages, the future character of
4
CT levels are policy and are therefore subject to amendment by the chain of command to meet the
immediate requirements of Defence. They are included in this document to explain their utility as a collective
training management tool, but should not be considered authoritative. The authoritative collective training
definitions are published by Army HQ.
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conflict. However once a likely mission is identified, there will then be a requirement for
additional mission specific training, to meet specific operational requirements.
‘Do not sacrifice the adaptability and core skills base that comes from
foundation training by attempting to deliver perfectly tuned mission specific
training as a substitute.’
‘Foundation training set the conditions for success … in terms of manoeuvre,

and mission specific training gave us an understanding of the processes and
procedures; as well as the context in which we would be operating. The
balance we achieved was right, but without foundation training we would have
failed. Without mission specific training we would have still adapted, but it
would have taken longer to get on the front foot.’
Synopsis of Post Operational Interviews of Commanders from Op HERRICK 15
0509. Mission Specific Training. Mission specific training, which builds upon
foundation training, comprises additional individual and collective training to generate a
unit for a specified operation with representative ORBAT, different or UOR equipments,
structures, processes and adapted procedures. It can be undertaken prior to an
operational deployment, during the deployment and at appropriate instances, once
committed to an operation. The content will be unique, tailored to the specific needs of the
force and operation. There will be many constraints upon the delivery of mission specific
training, the most significant is likely to be available time, particularly for high readiness
forces. A significant challenge in mission specific training will be providing sufficient depth
of understanding and situation awareness – particularly where human and cultural
dimensions are concerned.
0511. Very High Readiness (VHR) Commitment. There is likely to be little

opportunity for VHR forces to undertake mission specific training. Therefore there are
training activities, which would routinely be considered mission specific activities, which
are included in VHR foundation training. For example OPTAG-delivered centralised briefs,
some specialist ‘train the trainer’ cadres and a VHR readiness check, routinely undertaken
at the Joint Air Mounting Centre. In addition VHR force elements will be required to
maintain high levels of G1/4 readiness to deploy, as directed in the Land Mounting Order.
Fig B-5-2 Constructing a Logistic Support Bridge on Operations
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Section 2 – Team Training
0510. Definition. Team training is

the training carried out by the crew of a
vehicle, weapon system or other
function in which each individual carries
out different but complementary tasks;
the result being group proficiency,
which no individual alone can achieve.
0511. Aim. The aim of team

training is to take small groups of
individuals, possessed of individual
competences and build teams, to
perform specific military tasks. The
team might be a vehicle crew, a HQ
staff branch, an infantry fire-team or a
section of engineers capable of building
a bridge. Fig B-5-3 WMIK – Live Fire Training
0512. Considerations for Commanders.
a. Whilst some team training will be delivered by ARTD training establishments,

the majority will be delivered in the workplace.
b. Team training is best delivered at troop/platoon level.
c. Without an established cadre of instructors, units will struggle to deliver team

training. This is especially true for Reserve units who rely upon Regular Permanent
Staff Instructors to deliver both mentoring and currency. Periodic deployment of
training and mentoring teams from Regular paired units can deliver training value out
of proportion to the size of the team deployed.
d. Investment in team training can assist commanders in managing risk in later

stages of foundation and mission specific training. Small teams which are confident
and competent in their core role, will be able to adapt more quickly to new roles and
missions, than less cohesive teams.
e. The training of small teams has the potential to support the training of other
audiences within a unit. For example crews learning to manoeuvre vehicles
tactically, can be a useful demonstration activity for junior commanders undertaking a
TEWT and the rehabilitation of equipment following training, can be a useful training
activity for ES and other G4 staff.
f. Team training can be revised and reinforced throughout later stages of a

collective training progression.
g. Team training is particularly important for Individual Augmentees (IA). Even if

they do not train with the team or crew they will join on operations, proficiency as part
of a crew or team, will enable them to integrate more quickly.
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h. Team training should include transfer of individuals between teams, to ensure

that teams can reorganise quickly in the event of personnel losses.
0513. Methods of Delivery. Advice on the planning of team training can be provided
by schools and training establishments within ARTD, and capability directorates. A
generic small team training progression is likely to commence with lectures and practical
instruction to provide a common understanding of the team task and separate individual
roles. Next, an indoor tactical and procedural trainer, increasingly likely to exploit virtual
and constructive simulation, will provide an opportunity to practice collective drills. The
confirmatory activity is likely to be a simple Field Training Exercise, using real equipment
in an austere setting. The equipment is increasingly likely to be instrumented or employ
live simulation, to confirm the achievement of objectives.
a. Lectures & Practical Instruction. Provided instructors are available, this

activity is routinely resource-light and can be conducted in classrooms, vehicle sheds
or in the field.
b. Indoor Tactical and Procedural Training. This activity is likely to employ a

number of different media. Models and sand tables can be useful for instruction in
and rehearsal of tactical procedures. However virtual and constructive simulation
tools are increasingly available. Indirect fire trainers have long been in service and
constructive simulation tools for the training of vehicle crews are becoming
increasingly available. Exploitation of such systems will ensure that when crews
commence training with real equipment, likely to be the most costly element of the
training progression, that training is most efficient.
Training teams in Vehicle and Team training as a

gunnery, prior to gunnery crew FTX component within a
integration with run at unit level on CT4 OTX training
vehicle platforms local training areas progression

CATEGORY
COMMAND
TRAINING
COMBINED
ARMS
SPECIAL
TO ARM
TEAM/CREW
INDIVIDUAL

@ READINESS
TIME & TRAINING
PROGRESSION
Fig B-5-4 Team Training in a Readiness Cycle
c. Field Training Exercise (FTX). Not all crew or team training need conclude
with a FTX, but they will all need to employ real equipment in as realistic a setting as
can be achieved, as a confirmatory activity. Instrumentation of equipment or live
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simulation (e.g. Tactical Engagement Simulation (TES)) can be useful aids to record
activity for After Action Reviews to improve performance and to confirm the
achievement of standards (Annex F to Chapter 6 provides additional guidance).
0514. Team Training in a Training Progression. Entry into special to arm training
routinely sets the context for team training and strong team competence will underpin
performances in later stages of a collective training progression. Nonetheless team
training should be undertaken throughout a training progression and subsequent
operational deployment, to maintain collective proficiency and tailor that proficiency to the
operational requirement. When new individuals, especially from the Reserves, are
inserted into a team, there will be a requirement for specific team training to rebuild
collective proficiency. If the team has been separated or not undertaken the same
collective task for a period of time, there should be allowance for refresher training. Thus,
as indicated in Figure B-5-4, there will be a requirement for team training opportunities
throughout a readiness cycle and many such opportunities can be concurrent with other
categories of training. For example a field training exercise as part of combined arms
training will provide an opportunity for the completion of team training.
Fig B-5-5 Employing TACSAT Communications
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Section 3 – Special to Arm Training
0515. Definition. Special to Arm training

is collective training on a functional or single
arm basis. It provides the immediate context
for team training.
0516. Aim. The aim of special to arm

training is to deliver troops, platoons, sub units
and units proficient in their core skills, such that
they are ready to integrate with other arms. It
is likely to comprise both the development of
core military skills (field firing, communications,
tactical drills, etc) to a common standard and
the development of specialist skills.
Fig B-5-6 Medical Evacuation Training
a. Special to arm training will have a number of unique requirements:
(1) It is likely to require specialist resources and materiel.
(2) It is likely to require specialist instructors, observer/mentors and training

support staff.
(3) It is likely to require specific training areas and facilities.
b. Capability Directors (CD) are responsible for setting special to arm Training
Objectives and ensuring that they are aligned with wider policy relating to Collective
Training Objectives (CTO).
c. Formation commanders and their principal staff should monitor and seek to
mitigate conflicts in priority between special to arm and combined arm training. If
training progressions are not carefully deconflicted, key enablers can be required to
undertake special to arm and support combined arm training concurrently.
d. Special to arm training is likely to be required at more than one stage in a

collective training progression. Each special to arm training event will need to
incorporate a degree of revision to mitigate skill fade and turn-over of personnel.
e. Special to arm training is often best undertaken as a concentration across a

formation, to maximise the efficient use of instructors, resources and support staff
and to bring these assets within reach of the formation’s Reserve element. An
example would be an anti-tank concentration for a number of infantry battalions.
Some concentrations may become Joint, such as a fire support concentration
involving air, land and maritime force elements.
f. At the lower tactical levels (troop/platoon and below), special to arm training can
often be the most demanding training in an entire progression. It is rare for special to
arm skills to be tested to the same intensity during combined arms training.
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g. Special to arm training is a good environment for a Regular commander to

assess the capability of paired Reserves before more demanding environments are
encountered.
h. Some special to arm training needs other arms to provide a realistic draw upon
them – particularly CSS units. For example, an Equipment Support battalion might
achieve collective competence through the rehabilitation of a formation or unit vehicle
fleet during or at the conclusion of an exercise.
0518. Methods of Delivery. Advice on the construct of a special to arm training

progression can be provided by specialist schools and establishments in ARTD and
capability directorates. Special to arm training is best delivered as a number of discrete
events within an overall combined arms collective training progression, with each event
building upon past training. It should start with seminars and study periods to consider
particular special to arm tactical activities. Battlefield studies can also be a useful tool to
bring to set in tactical context, what can sometimes appear sterile, technical activities.
Commanders should then undertake indoor tactical and procedural training, be it around a
model, or employing virtual and constructive simulation. Concurrent to conceptual training,
there should be practical instruction for junior soldiers. The next step is to take junior
commanders on Tactical Exercises Without Troops (TEWT), which can build into a
Skeleton Exercises, deploying key special to arm enablers (e.g. ISTAR, C2 and logistic
force elements), whilst there is more practical instruction for junior soldiers. Throughout
the special to arm training progression, collective common military skills, such as field
firing, will need to be developed, to ensure that at the culmination of special to arm
training, all arms are ready to integrate, having achieved a common standard in collective
common military skills. Special to arm training is likely to culminate with field training
exercises, probably as a confirmatory activity and supported by instrumentation to facilitate
evidence-based measurement of training objectives. Reserve personnel should be
afforded maximum opportunity to take part in all forms of special to arm training in order to
build confidence in their capabilities and provide receiving commanders with an accurate
assessment of those capabilities.
a. Seminars and Study Periods. Seminars and study periods are useful tools to
facilitate the early training of commanders in special to arm skills, but they must be
pitched at such a level that all members of the audience can learn. They are useful
to describe and explore doctrinal principles, tactics, techniques and procedures.
They can be illustrated with examples from operations and training and might employ
animations (Annex A to Chapter 6 provides additional guidance).
b. Battlefield Studies. Battlefield studies can be a useful tool to bring to life the
realities and frictions of special to arm activity, affording an opportunity to walk and
view a particular activity from the perspective of opposing sides. They can have as
much utility for the junior soldier as for the commanding officer. New learning
technologies can enhance battlefield studies and support experimentation, the
employment of contemporary capabilities and modelling of alternative outcomes
(Annex C to Chapter 6 provides additional guidance).
c. Indoor Tactical and Procedural Training. For junior commanders, from sub
unit OC through troop/platoon commander to vehicle and section commanders,
tactical and procedural training is invaluable in generating common understanding
throughout a troop/platoon or sub unit. It can be as simple as manoeuvring icons
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around a model or sand pit or can employ virtual and constructive simulation such as
indirect fire simulators or emerging gaming systems such as VBS2.
d. Practical Instruction. At the most junior level, section and below, there will
need to be practical instruction in special to arm techniques. These will often follow
the Explanation – Demonstration – Imitate – Practice (EDIP) model. Practical
instruction should run concurrent with the special to arm training of junior
commanders.
e. Tactical Exercises Without Troops (TEWT). TEWTs can build upon study
periods and indoor procedural training, through giving junior commanders a tactical
problem to consider in a setting which replicates a possible operational task. They
apply the tactical and technical knowledge they have gained to the solution of a novel
problem. In common with Battlefield Studies, TEWTs can be particularly powerful if
combined with practical instruction (soldiers constructing an equipment bridge,
adjacent to an obstacle crossing TEWT) and virtual simulation is also likely to afford
future synergies (Annex D to Chapter 6 provides additional guidance).
f. Skeleton Exercises. Skeleton exercises are the deployment into the field of
only those force elements pertinent to a training activity. Therefore if considering the
rehabilitation of a unit, a skeleton exercise might involve C2 structures,
representative combat service support capabilities and representative equipment and
personnel. Whilst they can be very effective and make efficient use of resources, the
challenge with skeleton exercises comes in recognising the artificialities and only
learning the pertinent lessons (Annex F to Chapter 6 provides additional guidance).
g. Field Firing. All special to arm training must include common military skills, to
ensure that all arms are at a common standard and ready to integrate, but also to
ensure that special to arm training remains set within a military and all arms context,
rather than becoming an end in itself (Annex G to Chapter 6 provides additional
guidance).
h. Field Training Exercise (FTX). A well-considered progression, employing a

mix of collective training methods will ensure that sections troops/platoons and sub
units will make efficient use of the opportunities afforded by a FTX. There should be
a confirmatory aspect to later special to arm FTX, with objective evidence gathered
by observers, supported by instrumentation. FTX should also afford the commander
an opportunity to repeat an activity if they deem it necessary (Annex F to Chapter 6
provides additional guidance).
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Special to Arm concentration

run at unit level – likely to Special to Arm training
include element of individual in a CT4 OTX training
and team training progression

CATEGORY
COMMAND
TRAINING
COMBINED
ARMS
SPECIAL
TO ARM
TEAM/CREW
INDIVIDUAL

@ READINESS
TIME & TRAINING
PROGRESSION
Fig B-5-7 Special to Arm Training in a Readiness Cycle
0519. Special to Arm training in a Training Progression. Special to arm training

must build upon individual and team specialist competencies. Therefore special to arm
training will commence during individual training and then continue through team training.
It should culminate during a dedicated special to arm training period, building collective
specialist competencies at sub unit or unit level. During subsequent combined arms
training it is likely that only a limited number of specialist capabilities will be exercised,
given that training objectives will be driven by the requirement for combined arms
competence. During mission specific training there is likely to be the requirement for the
development of mission specific special to arm competencies and therefore the
requirement for further special to arm concentrations. Indeed whilst the most significant
special to arm training opportunity is likely to be relatively early in collective training,
special to arm training will need to endure throughout a readiness cycle, including when
the force is committed to operations, as indicated at Figure B-5-7.
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Section 4 – Combined Arms Training
0520. Definition. Combined arms

training is the collective training of two
or more arms together such as infantry,
armour, aviation, artillery and engineers.
It usually takes place a sub unit level
and above. It provides the immediate
context for special to arm training.
0521. Aim. The aim of combined

arms training is to generate all arms
forces competent in combined arms
operations.
Fig B-5-8 Armoured Infantry Road Move
a. Combined arms training must focus on training the whole force, but the training
of specialist capabilities in a combined arms context should not be ignored. If
specialist capabilities are not exercised, there is still merit in them manoeuvring with
the whole force, but their capabilities must be explained or demonstrated at an
appropriate time to the whole combined arms audience.
b. There will be opportunities in combined arms training for the training of multiple
levels of command concurrently: formation, unit, sub unit, platoon/troop, section and
team; but this requires very careful planning, control and synchronisation of activity.
c. Combined arms training can be some of the most expensive training

undertaken by the British Army, it needs to be carefully synchronised, to maximise
efficiency and effectiveness for the training audience and should include Reserve
elements wherever possible.
d. Combined arms training is no longer a single Service activity and should

progress to build the ‘Whole Force’: Combined, Joint, Intra-governmental, Inter-
agency, Multinational (CJIIM).
e. Opportunities for live combined arms manoeuvre will be scarce and therefore
judicious use should be made of opportunities for procedural or virtual simulation of
combined arms activity.
f. Combined arms training will often comprise a number of, if not all other
categories of training. In particular combined arms training must be carefully
synchronised with and routinely preceded by command training.
g. Combined arms training must culminate with live and instrumented training,
since there are frictions which procedural and virtual simulation cannot fully replicate,
and the final test of competence should be in a live environment.
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0523. Methods of Delivery. Advice on the planning of a combined arms training

progression should be sought from the Collective Training Group, in particular the
Collective Training Establishments (CSTTG, FTU, BATUS and BATUK). Combined arms
training is the culmination of all Army training and will drive much of the content of
preceding categories of training, particularly that for commanders. Combined arms
training should commence with seminars and study days, which should build a common
understanding of special to arm capabilities across the force and the tactics and
procedures inherent in combined arms manoeuvre. Such activities can be complemented
by battlefield studies, in which an effective combined arms approach has often
underpinned tactical success. Tactical Exercises Without Troops (TEWTs) can be a very
efficient and effective means of training junior commanders and unit and formation staff in
combined arms tactics, provided students can visualise the operation in question. Once
commanders understand the tactics, it is possible to start building combined arms teams.
This is most effectively achieved employing virtual and constructive simulation tools such
as the Combined Arms Tactical Trainer (CATT), before then exercising in the field. Field
Training Exercises (FTX) should build from a skeleton exercise, involving only key force
elements, to a FTX, practising the whole force. As combined arms training culminates,
there are two useful tools for confirmatory training: Tactical Engagement Simulation
Exercises (TESEX) and Combined Arms Live Firing Exercises (CALFEX).
a. Seminars and Study Periods. Seminars in which key commanders revise

tactical doctrine and procedures in a collective audience can usefully precede study
days involving more junior commanders. Therefore a battlegroup commander may
convene a seminar of his sub unit commanders, including combat support and
combat service support attached arms, to revise collectively battlegroup tactics. This
enables them to discuss and resolve in a small forum, any areas of contention. Such
a seminar can usefully build to a study day, in which battlegroup tactics and the
manner in which the battlegroup will operate can be explained to all commanders
from crew and section upwards (Annex A to Chapter 6 provides additional guidance).
b. Battlefield Studies. Battlefield studies can usefully emphasise the importance

of combined arms in delivering past tactical success. Simulation tools can
complement battlefield studies, bringing to life past actions, but also allowing the
student to explore alternative outcomes. Useful comparisons can be drawn between
the conduct of past operations and how the same effect might be achieved through
the employment of modern capabilities (Annex C to Chapter 6 provides additional
guidance).
c. Tactical Exercises Without Troops (TEWT). TEWTs can be a very efficient

means of training junior commanders in combined arms tactics, particularly when
conducted on real terrain and not a training area. However if they don’t have
previous experience of combined arms operations, it can be very difficult for students
to visualise such activity, when looking at peacetime rural or urban terrain. This can
be mitigated by running concurrent team training in which crews manoeuvre
individual vehicles or lay bridges, providing demonstrations for TEWT students.
Constructive simulation also offers a potential solution, by affording students the
opportunity to execute a plan developed during a TEWT, in a constructive simulation
(Annex D to Chapter 6 provides additional guidance).
d. Combined Arms Tactical Trainer (CATT). Indoor procedural trainers of which

CATT is an example, provide through virtual and constructive simulation, a resource-
efficient means to train progressively larger combined arms teams. CATTs are
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bespoke combined arms procedural training facilities with an all arms permanent
staff. Combat force elements can quickly aggregate from crew to platoon/troop to
sub unit and unit. Supporting arms can be assimilated, often first through a skeleton
exercise, before bringing the whole combined arms force together. CATT affords a
training audience more opportunities, than a live exercise, to practice collective
tactical tasks in a given period of time, with the ability to pause or repeat particular
tasks, if necessary. All activity is stored digitally, to support the rapid delivery of
evidence-based After Action Reviews (AAR), enabling combined arms teams to
achieve swift improvements in performance. The combination of CATT with the
Command and Staff Trainer (CAST) can be a particularly effective 2 week training
evolution for a battlegroup. In week 1, the battlegroup HQ staff is trained in
command and staff skills, meanwhile crews, troops/platoons and sub units develop
the collective ability to undertake combined arms manoeuvre. In week 2, the
battlegroup HQ issues orders for a combined arms mission and then commands and
controls the execution of the mission in CATT (Appendix 2 to Annex E to Chapter 6
e. Skeleton Exercises. Skeleton exercises are a powerful means of integrating

supporting capabilities into a combined arms group. Before commencing a skeleton
exercise, all participants and particularly the supporting arms must be competent in
the necessary special to arms skills. Skeleton exercises practice and achieve
combined arms competence in particular tasks, by employing only those force
elements actively involved in the task. Thus a battlegroup may undertake a targeting
skeleton exercise, which employs ISTAR force elements to detect, HQ staff to
analyse information and decide upon a course of action and influence capabilities
(weapon systems, Psyops, Info Ops, key leader engagement, etc). Alternatively a
battlegroup might undertake an obstacle crossing skeleton exercise, by employing
ISTAR, HQ and engineer capabilities (Annex F to Chapter 6 provides additional
guidance).
f. Field Training Exercise (FTX). The culmination of any combined arms training
progression is likely to be a FTX, replicating as realistically as possible, the missions
and tasks to be achieved, to a defined standard and the conditions under which the
force will be expected to operate. Instrumentation and observer/mentors can assist
with the capture of objective evidence of performance. TESEX and CALFEX are
complimentary types of confirmatory FTX that routinely mark the conclusion of a
combined arms training progression (Annex F to Chapter 6 provides additional
guidance).
h. Combined Arms Live Firing Exercises (CALFEX). CALFEX provides the

best training vehicle for several critical aspects of combined arms competence, so it
is an essential step in the combined arms training progression. Training area and
safety restrictions mean that it is usually conducted at unit (battlegroup) level and
combined arms sub unit level (e.g. company or squadron combat team). Force
elements participating must have achieved an appropriate level of single arm
competence in both live firing and ‘dry’ manoeuvre, and any battlegroup
headquarters involved must be competent. The nature of CALFEX is important: free
flowing exercises are of much greater value than scripted. The main benefits of
CALFEX are:
(1) Battlespace Management and Operational Safety. Battlespace control

in accordance with ROE, and operational safety, are essential operational tasks
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that cascade down through the chain of command and through HQs. The
requirement is to be able to apply the measures in dynamic situations to enable
high tempo manoeuvre. Operational safety is a key task for commanders and
G3 staffs at all levels. A key training objective is for the active application of
safety measures as a function of battlespace control, and exercise safety
should be conducted accordingly.
(2) Fires Integration. ISR, fires and manoeuvre all have to be dynamically
coordinated on operations as force elements ‘find, fix and strike’ and practised
live to develop full understanding and competence.
(3) Battlefield Inoculation. Experience indicates that the best way to

prepare soldiers for combat is to sensitise them as best we can to the
disorientating effect of noise, emotional pressure and tension of the battlefield.
Demanding CALFEX provides this to a better extent than any other form of
training, especially when there is a requirement for low level tactical judgement.
This is borne out consistently in post-operational reporting in which personnel
reflect that it was the hard-edged field firing experience that they most drew
upon when times were difficult.
Peacetime safety restrictions mean that CALFEX has disadvantages. It is not

possible to create a populated battlespace, or to have a very dynamic enemy, for
example. For this reason, CALFEX usually precedes TESEX. Immediately
preceding operations, or in RSOI, when authorised appropriately, CALFEX may be
conducted using reduced or operational safety practices (Annex G to Chapter 6
g. Tactical Engagement Simulation Exercises (TESEX). The weakness in

CALFEX is the lack of a thinking enemy and other populations. However TESEX can
usefully follow a CALFEX and through the employment of Direct Fire Weapon Effects
Simulation (DFWES) and Area Weapon Effects Simulation (AWES), replicate
battlefield effects in a force-on-force exercise, amongst the population. In pitting
themselves against a real, thinking enemy a battlegroup’s ability to operate at a
higher tempo than their enemy, across all the functions in combat5, is fully tested.
Instrumentation and observer/mentors capture objective data, which is used to inform
After Action Reviews (AARs), facilitating rapid improvement in combined arms
performance (Annex F to Chapter 6 provides additional guidance).
0524. Combined Arms Training in a Training Progression. Combined arms

training must build upon command, team and special to arm competencies. Combined
arms conceptual training will commence during individual training. Thereafter at
appropriate intervals in a wider training progression there will be further collective study of
combined arms tactics and procedural training. However combined arms training can only
progress in earnest, once subordinate units and sub units have achieved the required
collective competence in special to arm skills. At this point, provided commanders and
their HQ staff have achieved the necessary competence in the execution of command and
control, combined arms training can progress rapidly from skeleton exercise, to FTX and
CALFEX, culminating with TESEX. As combined arms training culminates, so do all
subordinate categories of training: teams, HQs and supporting arms all achieve proficiency
5
Information and Intelligence, Command and Control, Manoeuvre, Firepower, Protection, CSS, Influence
and Stabilization.
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in a combined arms context. Figure B-5-9 illustrates how combined arms training is
integrated into a Readiness Cycle.
0525. Joint Training. Paragraph 0108 explains the rationale for joint training and the
priority laid upon Air-Land Integration (ALI); in summary, the ability to conduct operations
as part of a Joint and/or Coalition force is recognised as an essential requirement for UK’s
Armed Forces. All future operational deployments are almost certain to be Joint. The
Army conducts two types of joint training: bi (or tri) lateral exercises planned in cooperation
by two or more Services or training directed by JFC, to support their Joint exercise
programme. Joint training is conducted at individual and collective levels as defined
below:
Combined arms procedural Combined arms training at the
training employing, possibly culmination of a training
employing CATT, concurrent progression, probably including
with crew training. CALFEX and TESEX.

CATEGORY
COMMAND
TRAINING
COMBINED
ARMS
SPECIAL
TO ARM
TEAM/CREW
INDIVIDUAL

@ READINESS
TIME & TRAINING
PROGRESSION
Fig B-5-9 Combined Arms Training in a Readiness Cycle
a. Joint Warfare Individual Training and Education (JWITE). JWITE imparts

the knowledge, skills and attitudes required by individuals to enable their effective
participation in joint exercises.
Tier 1 Tactical levels of training that makes individuals and force elements ready to take
their place in a Maritime, Land, Air, Special Forces or Logistics component.
Tier 2 Tactical or operational training that makes a Maritime, Land, Air, Special Forces or
Logistics Component ready to take its place in a Joint or Multinational force.
Tier 2+ Operational level training that aims to improve Joint interoperability between
components.
Tier 3 Operational and strategic military level training that makes a Joint Force ready to
conduct national or multinational operations.
Tier 4 Training at the grand and military-strategic levels that makes the DCMO and
military resources ready to conduct operations to resolve national or international
crises.
Fig B-5-10 Tiers of Joint Training
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b. Joint Collective Training (JCT). JCT is training that aims to improve the ability
of joint and single environment teams, of any nature or scale, to operate as cohesive
forces in a joint context, in order to deliver required Joint operational capability.
There are effectively five tiers of JCT as defined in Figure B-5-10. So, after the core
commando unit or battalion has achieved either CT3 or 4 as directed, the Lead
Commando Task Group and Air Assault Task Force must conduct Tier 2 JCT before
being declared at VHR. If any other land force elements are to be brought to VHR or
prepared for deployment, they would be normally do this by Tier 2 JCT under the
auspices of their front line command.
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Section 5 – Command Training
0526. Definition. Command training comprises the training of commanders at all

levels, including where appropriate, the staff and other elements of the command team.
The training of commanders and staff should precede key stages in a collective training
progression, in order that they are able to exercise appropriate levels of command and
control.
0527. Aim. The aim of command and staff training is to generate commanders and
HQs competent in tactical planning, the command and control of tactical activity and the
conduct of HQ drills, such as local defence, change of control and movement. In addition,
training should establish mutual understanding across the HQ, within and between staff
branches and all personnel should be imbued with the commander’s philosophy and
intent.
a. Make time to release your HQ staff from routine work to undertake staff training
– it can easily be overlooked.
b. Integrate specialist branches and individuals (especially Reserves, military staff

from other nations, civilians and contractors) into the HQ at the earliest opportunity
(from seminars & study days onwards).
c. Ensure that you are trained to operate with higher and subordinate HQs, with
whom you may deploy on operations. Often this will entail training with HQs from
other nations and becoming familiar with their staff processes.
d. Ensure that you train the ‘night shift’, deputies and your step-up HQ to the same
standard as the principals.
e. Do not overlook HQ tactical drills, such as local defence, change of control,

movement, etc.
f. Recognise that proficiency in the employment of Tactical CIS (BOWMAN)

requires regular practice and underpins our ‘agile edge’.
g. If undertaking roulement of another HQ on an enduring operation, look for

opportunities to deploy your key staff forward, to shadow the individuals they will
replace, as part of their training.
h. The mental hygiene of commanders at all levels should be a routine concern.

Making time for the development of cognitive skills, including analytical, critical
thinking must be a priority.
i. Developing soldiers’ skills in literacy, numeracy, ICT and problem-solving will

enable more effective training, enhance confidence and increase operational
capability.
h. Commanders must make time for personal and collective reflection during a
training progression.
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0529. Methods of Delivery. Advice on the planning and conduct of command and
staff training should be sought from the Command Staff and Tactical Training Group
(CSTTG), within the Collective Training Group (CTG). There will be different approaches
to the training of commanders and staff. Commanders are most effectively trained through
seminars and thereafter through mentoring by more experienced officers and potentially
professionals from other walks of life. The training of commanders should precede the
training of staff. Early staff training should aim to build a common understanding across
the unit or formation, of doctrine, tactics and situation awareness6. Later training will
develop collective planning abilities and focus upon detailed staff procedures. Staff
training is likely to commence with lectures, seminars and study periods, which should aim
to build a common doctrinal understanding and approach across the HQ. Battlefield
studies can also be particularly instructive for HQ staffs, bringing to life the challenges of
previous campaigns. Thereafter, Tactical Exercises Without Troops (TEWT) and indoor
procedural training, ideally first at staff branch level, before building to include the wider
HQ, can be used to develop common processes and collective planning abilities. A key
event in the training of commanders and staff will be attendance at the Command and
Staff Trainer (CAST). In an ideal progression, attendance at CAST should be preceded
and followed by Command Post Exercises (CPX). Command and staff training should
conclude with skeleton exercises, since Field Training Exercises (FTX), marking the
culmination of combined arms training, should really be a confirmatory activity for
commanders and their staff.
a. Seminars. For obvious reasons, the training of commanders should precede

the training of staff, and seminars are a useful mechanism for a small group of
commanders or principal staff to revise collectively, doctrine and procedures. Any
contentious matters that arise can be discussed and a mutually agreed position or
procedure developed.
b. Mentoring. Although not a collective training activity, mentoring can be a

powerful tool to develop commanders. Periodic advice from an appropriately
experienced and trusted mentor can be a powerful tool in building a commander’s
personal command ability.
c. Study Periods. Study periods can usefully build upon seminars, to ensure a
common understanding across HQs, of doctrine and procedures. In addition they
can afford a commander the opportunity to explain his intent and approach to
command (Annex A to Chapter 6 provides additional guidance).
d. Battlefield Studies. The study of past military actions, can afford commanders
and staff an opportunity to practice their own planning skills. Battlefield studies can
also highlight some of the unexpected realities and frictions of military activity, for
which commanders and their staff must be prepared (Annex C to Chapter 6 provides
additional guidance).
e. Tactical Exercises Without Troops (TEWT). TEWTs routinely employ

individual study and syndicate discussion of tactical actions on real terrain, viewed by
the naked eye, from one or more vantage points. Therefore they are particularly
useful for training small command teams or staff branches, of up to 10 individuals. At
sub unit and unit level, TEWTs can play a valuable role in the training of command
teams or HQ staff. At formation level, TEWTs still have utility, but require careful
6
Government and Defence priorities, likely operational tasks, ‘trouble spots’ around the globe. Might include
the latest thinking on FCOC and FLOC.
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planning, since given the size of the training audience, individual participation might
be limited and the scale of the terrain that needs to be considered will be significant.
Therefore at formation level, TEWTs are best employed to train staff branches, which
may each consider an appropriate vignette (for example: J4 branch reviewing a
sustainment vignette) at different locations, before coming together at a central
location to back brief the whole HQ staff (Annex D to Chapter 6 provides additional
guidance).
f. Command Post Exercises (CPX). CPX train and practice commanders and
their staff in the planning and execution of tactical activity. They can vary significantly
in scale and complexity from a sub unit HQ practicing their drills in isolation in a
morning, to multiple formation HQs of different services and nations exercising over a
period of weeks. They are a very effective method of developing a HQ’s collective
competence, before they assume command of force elements in the field. The
training of a HQ should include a progressive series of CPX, preceding some special
to arm training and most combined arms training. Early CPX should build upon study
days and TEWTs, and provide the HQ staff, possessed of individual and branch
competencies, with an opportunity to employ collectively military decision making
processes, to develop a plan to meet a tactical requirement. The context for early
CPX should be attendance at the Command and Staff Trainer (CAST). They can be
conducted in the field or barrack accommodation and could employ constructive
simulation tools such as the Battlegroup Command and Control Trainer (BC2T);
where possible they should include practicing G3 Ops staff in controlling the
execution of tactical activity. CAST is a specific CPX activity that should sit within the
progressive series of CPX. CAST is explained in more detail below. Following CAST
there is likely to be a requirement for further CPX, to build upon proficiency in
collective staff duties and ensure that HQs are able fulfil their core function and also
manoeuvre (change of control procedures and the movement of HQs) and operate
within an austere environment (practice life support and defence plans) (Annex E to
Chapter 6 provides additional guidance).
g. Command and Staff Trainer (CAST). CAST are bespoke command and staff
training facilities with an all arms permanent staff, affording commanders a key
opportunity to make significant advances in the development of their HQ’s
competence. Careful preparation and joint planning between the commander,
principal HQ staff and CAST staff will ensure that the HQ gains the maximum benefit
from the training event. During a 5 day period, HQs routinely plan and deliver orders
for one task and then whilst that task is executed they plan the second task. The
employment of subordinate lower controllers and virtual and constructive simulation
tools provide an increasingly authentic opportunity to practice the HQ’s control
function, in the execution of the first task. The combination of CAST with CATT over
two consecutive weeks, can be very effective in building concurrently competence in
command and proficiency combined arms tactics (Appendix 1 to Annex E to Chapter
6 provides additional guidance).
h. Skeleton Exercise. Skeleton exercises are FTX in which only those force
elements intimately involved in the activity to be practiced are deployed. They are a
very effective method for the transition from special to arm to combined arms activity.
However they also provide HQs with an opportunity to develop proficiency in specific
tactical tasks, before the whole combined arms force is deployed (Annex F to
Chapter 6 provides additional guidance).
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i. Command Field Exercise. The command field exercise is a form of skeleton

exercise, in which there is a full deployment of command and control force elements,
but reduced troop and vehicle density. It can be a very effective and efficient means
of exercising brigade and higher formation HQs, particularly if combined with
constructive simulation of other friendly and opposing forces. A typical command
field exercise might involve the deployment of ~10% of the formation’s combat force
elements, including all representative capabilities, up to 50% of subordinate HQs and
a greater proportion of CSS force elements, who might undertake their own CT1-3
training, with the combat force elements drawing upon the CSS force elements
(Annex F to Chapter 6 provides additional guidance).
0530. Command Training in a Training Progression. Command training should run

throughout a training progression. A HQ’s competency will rest heavily upon the individual
competence of commanders and staff officers. There is significant utility in commencing
collective command and staff training (seminars and study days) early in a training
progression, but early training must be balanced against staff turn-over and skill fade.
CPX are best delivered over a relatively concentrated period, either side of attendance at
CAST. Experience suggests that if CPX precede or follow CAST by more than 4 weeks,
then skill fade can reduce the effectiveness of the progression. As command training
culminates, there should not be too great a gap between command training and the unit or
formation undertake combined arms training. Figure B-5-11 illustrates how command
training is integrated into a Readiness Cycle.
Command training seminars Command Training immediately

and study days early in a preceding and then included as
Readiness Cycle, concurrent part of a CT 4 FTX.
with individual training.

CATEGORY
COMMAND
TRAINING
COMBINED
ARMS
SPECIAL
TO ARM
TEAM/CREW
INDIVIDUAL

@ READINESS
TIME & TRAINING
PROGRESSION
Fig B-5-11 Command Training in a Readiness Cycle
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Section 6 – Training for and on Operations
0531. Introduction. As explained in paragraph 0113, foundation training will prepare

force elements for an assumed character of conflict. However, every operational
deployment will be a unique combination of mission, force structure, political context and
environment. Therefore, once the mission has been defined, there will always be a
requirement for some form of mission specific training. However in a departure from the
recent experience of operations in Afghanistan, whilst there will always be a requirement,
contingent commitments may not afford all force elements (FE) the luxury of time in which
to conduct mission specific training; FEs might have to deploy on the basis of foundation
training alone. It is anticipated that in the future, the Army will be committed to three
different types of operational deployment: enduring, contingent and upstream capacity
building commitments. In the case of enduring and upstream capacity building
deployments, FEs should have significant warning of deployment and therefore the
opportunity to develop a deliberate mission specific training programme. Contingent
deployments, will leave relatively little time for mission specific training pre-deployment,
but might undertake mission specific training, during deployment7 and then in theatre,
once committed to the operation.
0532. Aim. The aim of mission specific training is to achieve tactical readiness for the
mission prior to deployment, and once deployed, maintain readiness for individual tactical
tasks.
0533. Defining the Training Requirement. In common with all training, mission
specific training must have an aim and objectives. The mechanism by which the aim and
objectives are articulated, training designed and then delivered is similar to that for all
training as explained in Chapter 3, but it is truncated given that force elements are already
at a high standard of training for a generic requirement and that there will be constraints
upon available time. The Figure B-5-12 describes how the Defence Crisis Management
Organisation (DCMO), headed by the Operations Directorate (MOD) generates and
deploys contingent forces to meet a political requirement set by the National Security
Council. In a triangular relationship with the MOD Operations Directorate at the head,
setting policy, PJHQ defines the military requirement, against which the Front Line
Commands (FLC) generate contingent forces. The operational training requirement and
Theatre Entry Standard (TES) will be set by PJHQ8, which informs mission specific training
requirements set by Army HQ. The mission specific training is then planned by the force
generating HQ (often an Army Div or Bde HQ) and the Collective Training Group, before
being delivered by the force generating formation and deploying force, with significant
support from the Operational Training and Advisory Group (OPTAG). OPTAG provides a
Formation Unit Training Advisor who will support the force generating and deploying forces
in the planning and delivery of mission specific training. By default the intent would be for
OPTAG to travel to the unit or formation which requires training and deliver as much as
possible in unit lines or nearby training areas. This is especially the case when time is
short for FEs held at VHR or HR. By contrast individuals, augmentees, Reservists and
civilians need to conduct their training and administration at the Reinforcements Training
and Mobilisation Centre at Chilwell, prior to integration for any collective training.
7
Reception, Staging, Onward Movement and Integration (RSOI), which routinely occurs in a forward
mounting base and immediately precedes commitment to the mission, is likely to include opportunities for
mission specific training.
8
PJHQ commands overseas operations, whilst SJC(UK) command UK-based operations
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• Chairs DCMO
MOD • Link to Government & Resources
Front Line • Sets policy and briefs Cabinet
Commands (Ops Dir)
• Gives Orders (CDS Directive)
Navy
Comd
The Joint Force
SJC
Army HQ
(UK)
Air
PJHQ
JFC
• Defines the effect
• Defines Statement of Requirement
• Commands Operation
DE&S • Horizon scanning
• Theatre Entry Standard (TES)
• Capability options
• Generates force elements
• Mounts the Joint Force
• Issue Force Generation and Deployment Orders
Fig B-5-12 The Defence Crisis Management Organisation
0534. Mission Specific Training. A generic model for how mission specific training
would be delivered against a deployment timeline, is at Figure B-5-13. Clearly the time
between being warned for operations and deployment of the main body might be a matter
of days for VHR forces, ranging to weeks or months for forces at lower levels of readiness.
The complexity of the mission specific training will be dictated by the size and type of force
deploying, the mission to be undertaken and the time and resources available to support
mission specific training. Mission specific training will incorporate elements of individual
and collective training and therefore the methods described in Chapters 4 and 5 will be as
pertinent for mission specific as they will be for foundation training.
Fig B-5-13 Mission Specific Training from Warning to Deployment
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a. Centralised Briefs. Shortly after being warned for an operational commitment,

all force elements will need to generate understanding of the mission, political context
and most importantly the human and physical terrain within which they will be
operating. The force commander will be able to shape content, but some content will
be directed by higher HQs. Centralised briefs are coordinated by and routinely
delivered by OPTAG staff, but they will draw upon sources and specialists from
across government and academia.
b. Commander’s Reconnaissance. The force commander should, if possible,

undertake a reconnaissance of the operational theatre, to confirm details of the
mission and develop training objectives for mission specific training. It is critical that
training advisors and G7 staff take part in the reconnaissance, in order that they can
understand the commander’s intent, in designing training, especially if for the first
deployment of an enduring operation. If deploying on an enduring operation, post
operational reports and associated materials will assist in the design of mission
specific training.
c. Tactical Commanders’ Cadre. The cadre is aimed at training commanders

before subordinates. It is likely to include commanders’ seminars, to review doctrine
and tactical procedures and specific lessons and practices in small unit tactics,
appropriate to the operation. The force commander or subordinate commanders may
lead with some seminars, but it is likely that most seminars and tactics lessons will be
delivered by OPTAG or other external instructors.
d. Train the Trainer. Specific courses will build upon the network of established
instructors in units and formation, to enable them to ‘cascade’ training in unit. The
‘train the trainer’ courses will routinely be delivered by OPTAG staff, with unit or
formation G7 staff providing the Statement of Training Requirement (SOTR) where
necessary.
e. Immersion Activity. For staff appointments or tactical roles that require an

intimate understanding of the environment in which they will be operating, there might
be utility in immersion activity, in which individuals are deployed into the operational
theatre for a short period of time. This will enable them to develop their mission
specific training requirement and also gain some familiarity with the environment into
which they will shortly deploy. This activity is likely to have most utility for enduring or
upstream capacity building tasks.
f. Cascade Training. It is in the planning and execution of cascade training, that

the G7 staff in the force generating or deploying formation and units should focus
their effort. The deploying force and not OPTAG is responsible for the planning and
control of cascade training to training objectives and Theatre Entry Standards (TES)
set by Army HQ and PJHQ. Cascade training is likely to include individual, team,
special to arm and combined arms training, up to sub unit level. Particular
challenges are likely to be the synchronisation of scarce training resources across
the deploying force.
g. Field Training Exercise (FTX). Pre-deployment mission specific training is

likely to culminate in a FTX, which might also be a Mission Rehearsal Exercise. The
exercise is likely to be confirmatory, in order that operational readiness can be
confirmed and any final risks captured and managed appropriately.
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h. In-theatre Training. In-theatre training is likely to comprise two separate parts:

integration training undertaken upon arrival (routinely undertaken during RSOI) and
steady-state in-theatre training:
(1) Integration Training. Integration training is undertaken upon arrival and

is likely to comprise mandated briefings, directed and refresher training,
bringing the force to a Full Operating Capability (FOC). Training undertaken
during RSOI must not be seen as an opportunity to reduce pre-deployment
training, but should consolidate existing skills, employing the 4Rs: Remind,
Revise, Rehearse and Reassure. Such training is likely to be coordinated and
delivered by OPTAG instructors, with external support if required.
(2) Steady-State In-theatre Training. Having achieved FOC, there is likely

to be an enduring requirement to undertake further training, to maintain skills
and life-saving TTPs, develop new capabilities to meet emerging operational
requirements and prepare for and rehearse particular missions or tasks. Other
than when new equipment is fielded, which is likely to require specialist
instructors, this training will routinely be provided by instructors from the
deployed force. As a minimum, in-theatre training will comprise:
(a) Specified Training. Training required for a specific operation.
(b) Continuation Training. Training mandated throughout a

deployment, such as weapon handling tests, judgemental training and
zeroing of personal weapons.
0535. Training the Whole Force. Training for and on operations will have to meet
the requirements of the Whole Force (paragraph 0413 refers). It must be assumed that all
future operational deployments will comprise a ‘Whole Force’ of Regular, Reserves, civil
servants and contractors. Significant considerations are likely to include:
a. Timing of Mobilisation. The mobilisation of Reservists and civil servants and

the engagement of contractors will need to be carefully timed and planned, to meet
employment regulations and the requirement for integration of the ‘whole force’.
b. Training. Whilst many non-Regular personnel will be selected for their

specialist skills, they will need to be equipped with the knowledge, skills and attitudes
to survive in a hostile environment, trained to fulfil their team role and integrated into
the force at TES.
0536. Force Generation. In planning training for operations, it is particularly

important that all Defence Lines of Development9 are considered, since training for the
operation will be but one of as many as eight lines of development in the generation of the
deploying force.
0537. Rear Operations. Formations, units and independent sub units must force
generate robust Rear Operations Groups, capable of managing home base commitments.
Particular disciplines that must not be overlooked include the management of equipment
and infrastructure, personnel (families, compassionate cases, casualties and
replacements) and the ability to plan future training, for subsequent readiness cycles.
9
In addition to Training: Equipment, People, Information, Doctrine, Organisation, Infrastructure and Logistics.
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Section 7 – Training for other Environments and Roles
0538. Introduction. There may be a requirement, either during foundation or mission

specific training, for a unit or formation to train to operate in an unfamiliar environment or
role. In such circumstances, the design of training will need to address specific training
objectives and there will be a number of other considerations, which will influence the
planning of training. The approach to preparing to operate in other environments and roles
will be similar to the approach to other mission specific training explained in Chapter 5
Section 6. A training progression to prepare for operations in a specific environment or
role is likely to include all categories of training.
0539. Other Environments. Whilst there are some allowances for expeditionary
tasks, the British Army is predominantly equipped and organised to train and operate in a
temperate environment. Training at the British Army’s overseas Collective Training
Environments in Canada (British Army Training Unit Suffield – BATUS), Kenya (British
Army Training Unit Kenya – BATUK), Belize (British Army Training Support Unit Belize –
BATSUB) and other Overseas Training Exercises (OTX), afford opportunities develop
expeditionary skills and some competence in other environments. One particular
environment that is likely to feature more significantly in future Army training than perhaps
in the past, is the urban environment. By 2030 it is estimated that greater than 60% of the
world’s population will live in cities, therefore land forces should routinely expect to operate
in urban areas10. Army Field Manual Volume 2 – Operations in Specific Environments
provides specific doctrine and tactics for operating in other environments11. However force
generation for operations in other environments should consider all Defence Lines of
Development12; the following factors are likely to be particularly pertinent:
Fig B-5-9 Urban Operations Training – Obstacle Clearing
10
AFM Vol 2 Part 5 Urban Operations, dated Oct 09, p A-1-1.
11
Mountain, tropical, desert, cold weather, urban and forested environments.
12
In addition to Doctrine: Training, Equipment, People, Information, Organisation, Infrastructure and
Logistics.
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a. Climate. The climate in many environments will be very different to the UK and
therefore early training in a specific environment should make allowance for
acclimatisation. In some environments the weather might be more variable or
present specific challenges to military operations, which must be understood by
planning staff, and considered in a training progression.
b. Organisation. A combined arms force operating in a novel environment is

likely to have to consider two specific organisational factors:
(1) Specialist Capabilities. It is likely that the force will have to incorporate
particular specialist capabilities. For example an infantry battalion tasked to
operate in a mountain environment might include mountain warfare specialists
from 3 Commando Brigade.
(2) Novel Task Organisation. It is likely that the force will have to adopt a
novel task organisation, consistent with the tactics necessary for the
environment. Consequently there will be a requirement to revisit some
elements of team, command and staff and combined arms training.
d. Equipment. There are two specific factors relating to equipment that should be
considered:
(1) Novel Capabilities. Novel capabilities for different environments will often
require novel equipments. The capabilities will need to be understood by
commanders, individuals and teams will need to be competent in their
employment and logistic and equipment support force elements will need to be
competent in their sustainment and maintenance. For example when operating
in a tropical environment a force might be equipped with boats to conduct
riverine operations.
(2) Different Maintenance Regimes. When employed in different

environments, core equipment are likely to require different maintenance
regimes. For example, different lubricants and cleaning regimes are required
for the same personal weapon if employed in cold or tropical environments.
e. Logistics. A force operating in different environments will require different

sustainment plans. Different types of combat supplies will be consumed at different
rates, with implications for formation and unit replenishment procedures and tactical
tempo.
0540. Specialist Roles. Force elements from across the Army and Defence could be
required to integrate with air manoeuvre, maritime or other forces for unfamiliar tasks. In
particular, specialist capabilities from within Theatre Troops could be allocated at short
notice to air manoeuvre, maritime or adaptable forces. Given that both air manoeuvre and
maritime forces are modular by nature and light by design, features that the adaptable
force is likely to share, they will be able and prepared to deploy within VHR timelines. The
specialist brigades often operate unique readiness cycles, the nature and requirements of
which must be understood by units contributing force elements. Fundamental to
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successful operational integration is early liaison between formation and unit G/J7 staff, to
develop congruent training plans.
a. Air Manoeuvre. There are individual skills and collective training objectives
unique to the air manoeuvre role, ranging from individual competencies to travel in
helicopters, to combined arms competencies such as aviation assault operations.
Unit-specific training requirements should be identified through liaison. Specific
activities which should be attended by contributing force elements include:
(1) Force Generation and Training Conferences. It is likely that in excess

of 1 year prior to assuming VHR commitments, there will be force generation
and training conferences, which will plan the next year in detail.
(2) Air Manoeuvre Study Periods. Air manoeuvre study periods are likely to
be run annually, providing updates on air manoeuvre doctrine and concepts,
with an opportunity for contributing force elements to provide capability briefs.
(3) Air Skills Concentrations. Throughout the year there will be air skills
concentrations during which individual and collective air assault competencies
can be developed or maintained.
b. Maritime. The maritime role also necessitates unique individual and collective
training objectives, ranging from Embarked Forces Sea Survival training and
helicopter underwater escape training to combined arms littoral manoeuvre. Unit-
specific training requirements should be identified through early liaison between
formation/unit G7 staff and FOST HQ within Navy Command HQ.
c. Overseas Engagement and Capacity Building. Whilst there is an unbroken

national intention to seek a more stable world, it is only in the Army 2020 construct
(paragraph 0121.b.) that the military will provide substance to the UK’s stability and
conflict prevention strategy. The military is likely to be employed to improve stability
and make conflict less likely, employing four methods: early warning, rapid crisis
prevention and response and investing in upstream prevention. Whilst the detailed
approach is as yet undetermined, there may be an element of geographic
specialisation by the Adaptable Force13. Deployed forces are likely to be sub unit
size or smaller, comprise CJIIM capabilities integrated to the lowest tactical level and
beyond military skills, tasks are likely to place a premium on well-developed
cognitive, language, cultural and instructional skills.
d. UK Engagement and Homeland Resilience. All military operations

undertaken in the UK fall under the generic title of United Kingdom Operations (UK
Ops), a designation which includes the Defence contribution to UK Resilience14.
Most UK Ops fall into the Military Aid to the Civil Authorities (MACA) categories:
Military Aid to other Government Departments (MAGD), Military Aid to the Civil Power
(MACP) and Military Aid to the Civil Community (MACC). In almost every
circumstance, the military would be in support of the civil authorities and be required
13
Project MARIUS Strawman, dated 1 Nov 12.
14
The ability of the community services area or infrastructure to withstand the consequences of an incident.
It should be noted that in military terminology, resilience is defined as: ‘the degree to which people and
capabilities will be able to withstand, or recover quickly from, difficult situations. Wherever possible,
capabilities, systems and munitions that have utility across a range of activities, high levels of reliability and
robustness should be procured.’
5 - 28
Contents
to operate in accordance with civil policy and procedures. Such tasks are likely to
place a premium on military planning, command and control and specialist logistic
capabilities (transport, medical, construction, etc.). UK Ops can emerge with very
little notice, but equally there may be significant warning of some contingencies, such
as industrial action by key workers.
Fig B-5-10 Adaptable Force – Public Order Training
Fig B-5-10 Theatre Troops – Training to Maintain Essential Services
5 - 29
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5 - 30
Contents
ANNEX A TO
CHAPTER 5 TO
AFM VOL 1 PT 7
COLLECTIVE TRAINING METHODS
Method Description Output Examples

Seminar A small group activity to discuss and research A revised tactic, technique or A Commander’s Career Management
a topic. procedure to be distributed Seminar.
across a force.
Study Periods Command led study, which often includes Command intent or direction Tactical Commanders’ Cadre.
several levels of command, to address specific disseminated to and understood (Annex A to Chapter 6 refers)
issues. They may include lectures & seminars. by a force.
Tactical Exercise Training commanders and staff in the conduct Commanders and command A Study of a BG Obstacle Crossing.
Without Troops of tactical drills and procedures, through teams trained and practiced in (Annex D to Chapter 6 refers)
(TEWT) individual and collective study of tactical the planning of a tactical activity.
problem; often conducted in the field.
Indoor Tactical & Training individuals, crews or teams in the Individuals, crews and teams A Map or Model Exercise (MAPEX or
Procedural conduct of tactical drills and procedures, often trained in tactical drills and MODELEX), Indirect Fire Trainers, DCCT
Training employing virtual simulation. procedures. and BC2T.
(Annex B to Chapter 6 refers to MAPEX)
Skeleton Exercises The deployment of key individuals and groups A force proficient in a tactical A ‘targeting’ skeleton exercise involving the
to practice specific procedures before the activity, dependent upon the deployment ISTAR, J2, C2 and Influence
deployment the whole force. cooperation of specialist groups. force elements.
(Annex F to Chapter 6 refers)
Field Firing Special to arm training in manoeuvre across A group capable of effectively A Rifle Company employing small arms and
real terrain and the effective firing of in-service manoeuvring and engaging direct fire support weapons in day and
weapon systems. targets by day or night night, offensive and defensive live firing
employing in-service weapons. practices.
(Annex G to Chapter 6 refers)
Command Post The tactical deployment of HQs, to practice A commander and his HQ staff A unit-run CPX on a local training area, with
Exercises commanders and staff in C2 and other tactical proficient in exercising sub units providing LOCON.
and administrative procedures. It may HICON command and control of (Annex E to Chapter 6 refers)
and LOCONs to drive staff activity and a subordinates in an operational
representative enemy to test security. setting.
Command and CAST delivers command, control and staff A commander and his HQ staff CAST is routinely undertaken at one of
Staff Trainers training to BG and Fmn HQ staffs to a pan- proficient in exercising three bespoke CAST facilities in the UK
(CAST) Army standard, employing constructive command and control of and Germany. It is programmed into
5-A-1
Contents
simulation and supported by an all arms subordinates in an operational formation and unit readiness cycles by their
permanent staff. setting. higher HQ. CAST often immediately
precedes CATT.
(Appendix 1 to Annex E to Chapter 6
refers)
Combined Arms CATT delivers combined arms tactical training, Combined arms sub unit and CATT is routinely undertaken at one of two
Tactical Trainer employing virtual and constructive simulation. battlegroups proficient in the bespoke CATT facilities in the UK and
(CATT) It facilitates the development of collective conduct of battlegroup level Germany. It is programmed into formation
tactical proficiency from team through tactical drills. and unit readiness cycles by their higher
troop/platoon to sub unit and unit. It is support HQ. CATT often immediately follows
by an all arms permanent staff. CAST.
(Appendix 2 to Annex E to Chapter 6
refers)
Command Field Delivers realistic ‘friction’ to support the training A commander and his HQ staff Command Field Exercises are likely to be
Exercises of commanders and staff in command and proficient in exercising conducted most often at brigade and
control procedures, through the full deployment command and control of divisional level, in order to minimise costs,
of HQ and CSS units, but with limited vehicles subordinates in an operational but introduce realistic ‘friction’ to improve
to represent combat sub units. It affords setting. staff understanding.
greater realism than a pure CPX. (Annex F to Chapter 6 refers)
Field Training The deployment of the ‘whole force’ into a A ‘Whole Force’ proficient in An exercise conducted by a sub unit to
Exercises (incl simulated operation environment in which they specified tasks to specified perfect special to arm skills, before
OTX) are directed by HICON to undertake a number standards. integrating with force elements from other
of tactical tasks, during which commanders arms to undertake combined arms training.
and HQs will exercise command and control of (Annexes F and H to Chapter 6 refer)
subordinate units.
Tactical A type of FTX that employs live simulation of A ‘Whole Force’ proficient in A Battlegroup final exercise as part of a
Engagement weapon systems to replicate battlefield effects, specified tasks to specified foundation training progression.
Simulation enabling adversarial play and realistic human standards. (Annex F to Chapter 6 refers)
Exercises interaction – routinely the culmination of a
(TESEX) training progression.
Combined Arms A type of FTX in which live weapon systems A ‘Whole Force’ proficient in A Battlegroup live firing exercise
Live Firing are employed, enabling commanders and staff specified tasks to specified undertaken towards the end of a foundation
Exercises to integrate fires and practice battlespace standards. training progression.
(CALFEX) control measures. (Annex G to Chapter 6 refers)
5-A-2
Contents
CHAPTER 6
TRAINING GUIDES
And
REFERENCES
Contents
Contents
ANNEX A TO
CHAPTER 6
ORGANISING A STUDY PERIOD
Purpose: A command directed training activity which

Objectives: Can be related to: Organisation (Cont):
can bring together commanders at all levels within the
• Offensive Actions. • Liaise with venue management regarding
unit or formation to discuss TTP, operations, or
• Defensive Actions. detailed requirements.
training. Subjects can be single issue or wide ranging,
• Enabling Actions. • Arrange appropriate signage and routing.
e.g. CJIIM In context.
• Stabilising Actions. • Organise reception waiting area
• Intelligence/Information. arrangements.
Prelim Work:
• Communications. • Confirm all administrative arrangements.
• Establish comd’s intent.
• CBRN. • Conduct rehearsals.
• Set objectives.
• CS.
• Identify venue.
• CSS.
• Determine the training audience. Conduct:
• Rehearse operational plans. • Reception.
• Identify suitable speakers and agree dates.
• Test and experiment. • Opening address.
• Issue Wng O.
• Tactics. • Execute programme and manage time.
• UK Ops. • Syndicate back briefs if applicable.
Initial Planning:
• ALI. • Closing address.
• Develop the format and outline programme.
• CJIIM. • Clear up.
• Gain comd’s agreement.
• Sy.
• Brief key participants on themes, aim,
objectives, their role and timings. Exploitation:
• Elicit the needs of speakers and presenters. Organisation: • Thank in person the supporting staff.
• Book venue and facilities. • Confirm allocation of venue. • AAR.
• Provisionally book accommodation. • Conduct further training analysis.
Subsequent Planning: • Issue Admin Instr covering: • Complete PXR and LFSO1118.
• Prepare detailed programme. o Venue and requirements incl visual aid / • Exploitation externally across CoC, Cap Dirs,
• Prepare exercise papers (if required). IT support. and DLODs.
• Prepare comd’s brief (if required). o Accommodation and feeding plan. • Exploitation internally across CoC.
• Write Admin Instruction. o Security, parking and reception. • Review SOIs, SOPs and TTP.
• Send out Detailed Instr, exercise papers, and o Signage. • Draft letter of thanks to key participants for
pre reading list (if required). o Seating plan, syndicate rooms. comd’s signature.
• Nominate trouble shooter and scribes for o Facilitators and note takers.
record keeping. o Preparation of aids, presentations,
• Security – real and exercise. models etc.
o Any social activity e.g. dinner night.
• Confirm attendees and accommodation.

• Allocate attendees and syndicate leaders.
6-A-1
Contents
ANNEX B TO
CHAPTER 6
ORGANISING A MAP EXERCISE (MAPEX)
Purpose: A means by which comds can train their Objectives: Can be related to:
staffs and subordinates in planning, co-ordinating, and • Offensive Actions. Conduct:
executing operations in a cost effective manner prior to • Defensive Actions. • Reception.
conducting more advance training. A MAPEX can be • Enabling Actions. • Opening address.
conducted in barracks or the field and be aimed at • Stabilising Actions. • Brief Exercise plan:
comds from the platoon upwards. • Other environments. o State aims and objectives. Bound
• Communications. purpose, methods to be used, and time.
• CS. o COS defines TASKORG and general
Prelim Work: • CSS. situation.
• Establish comds intent. • Rehearse operational plans. o BGE describes models, maps in detail
• Set objectives. • Tactics. and gives the ground brief.
• Identify region and area to be utilised. • UK Ops. o G2 describes RED/GREY/GREEN/WHITE
• Determine the training audience. • ALI. sit as necessary.
• Identify venue and agree dates. • CJIIM. • Exercise plays out under COS direction.
• Issue Wng O. • Outputs recorded by scribes and back
Organisation: briefed.
Initial Planning: • Confirm allocation of venue. • At desired end state, if time permits, replay
• Develop the format and outline programme. • Provisionally book accommodation. re-cooked situation having amended TTP,
Seek comd’s agreement. • Issue Admin Instr covering: SOI, CONOPS under COS direction.
• Conduct initial recce if required o Venue and requirements incl visual aid /
• Brief key participants on themes, aim, IT support. Exploitation:
objectives, their role and timings. o Accommodation and feeding plan. • Thank in person the supporting staff.
• Book venue and facilities incl land clearance o Security, parking and reception. • AAR.
if required. o Signage. • Conduct further training analysis.
• Indent for maps and imagery. o Syndicate rooms. • Complete PXR.
• Draft exercise papers. o DS. • Exploitation:
o Preparation of aids, models, o Externally across CoC, CapDirs,DLODs.
Subsequent Planning: presentations. o Internally across CoC, review SOIs,
• Draft exercise papers and clear with comd. • Confirm attendees and accommodation. SOPs, and TTP.
• Nominate DS and roles. Discuss exercise • Allocate attendees and syndicate leaders. o Draft letter of thanks to key providers for
problems with them. • Liaise with venue management regarding Comds signature.
• Finalise problems and prepare outline DS detailed requirements.
notes. • Arrange appropriate signage and routing.
• Conduct detail recce if required. • Organise reception waiting area
arrangements.
• Security.
• Confirm all administrative arrangements.
• Conduct rehearsals.
6-B-1
Contents
ANNEX C TO
CHAPTER 6
ORGANISING A BATTLEFIELD STUDY
Purpose: Similar in construct to a MAPEX or TEWT.

The Battlefield Study brings together the realities and
frictions of war on the site of the action, permits study Initial Planning Cont: Pre Exercise:
from the perspective of the opposing side, can be • Appoint Admin Co-ord well in advance tasked • Confirm all admin and mov.
related to current CONOPS, and has utility educating to: • Issue final exercise instructions.
across a very broad rank range. o Carry out admin prep. • Conduct final briefings. Set the scene.
o Form the advance pty. • Deploy the adv pty. Set up exercise and
Prelim Work: o Co-ord funding and prepare budget prepare reception of main body. Prepare first
plan. days activity.
• Obtain comd approval in principle.
o Co-ord the exercise
• Identify potential sources of funding
o Calculate allowances. Coordinating Instructions-Timings:
• With comd establish aims and objectives.
o Arrange all air, sea, ,and road moves • D-15 Months. Outline plan. Contact DA/MA.
• Identify campaign / battle to be studied. Base
incl for recces. Fix in OTX sched. Feasibility recce.
a first Ex in Europe/N. America.
o Arrange Med cover and insurance • D-15-13 Months. Research. Identify
• Commence exercise planning and allocate an
particularly if overseas. participants.
exercise name.
o Arrange all accommodation. • D-12 Months. Staff clearances. Mov authority.
• Liaise with historians and seek their
o Arrange all diplomatic and staff Open bank accounts etc.
participation.
clearances. • D-10 Months. Initial recce. Write trg and
• Identify Ex dates/duration. Seek diplomatic
o Must participate in all recces. admin plan.
clearance allowing up to 18 months if outside
o Organise any R+R. • D-9 Months. Issue warning order incl
Europe.
conditions, costs, Ex summary and maps.
• Prepare financial estimate and confirm
Subsequent Planning: • D-8-2 Months. Continue research and maint
sponsors support.
• Decide approach: contact with all supporting the exercise incl
• Reconcile the above. Ex must fit time, space,
o Guided tour by historian/guide. embassy & mov staff, CoC, funders etc. Book
and budget.
Compare current doctrine with events. resources i.e. accommodation, coaches.
• Confirm comd approval.
o Guided tour with input from syndicates • D-3 Months. Final recce. Staff clearance,
on lsns from the battle. final staff checks.
Initial Planning: o Organise as a TEWT considering • D-3 to 1. Adv Pty deploys.
• Appoint Ex planner to tactical problem,historical solution, and • D Day. Main Body deploys.
o Draft Ex instructions. then revisit utilising current CONOPs.
o Act as overall co-ord. • Organise interpreters. Utilise the services of Exploitation;
o Conduct detailed recces maximising the the DA or MA (invite regardless). The FANY • Conduct an AAR covering both exercise and
opportunity which will be limited by time is a good source of language expertise. admin.
and budget. • Direct reading and research. • Finalise accounts and submit for audit.
o Lead research and study incl assembly • If possible conduct confirmatory recce. Write • Write PXR.
of material. Training Plan and Admin Instr during recce. • Draft letters of thanks for comd’s signature.
o Prepare Ex schedule, movement plans, Utilise cameras and notes to gather detail for • Submit articles for regtl journals and other
and Ex details. subsequent briefings. military publications.
• Arrange outside assistance (historians or
guides) in planning, study and discussions.
6-C-1
Contents
ANNEX D TO
CHAPTER 6
ORGANISING A TACTICAL EXERCISE
WITHOUT TROOPS
Purpose: Used to teach the detailed the application of Initial Planning (Cont);
tactical principles on the ground and can be organised • Prepare timetables for travel and stands. Conduct:
for any level of command. • Issue Wng O. • Be prepared to coordinate and problem solve.
• Collect points for the ARR.
Considerations: Subsequent Planning : • Initial brief should include limitations e.g.
• Keep exercise papers to minimum. • Conduct detailed ground recce with key pers avoid damage to crops, property etc.
• Keep narratives realistic, vivid, short and and agree method of delivery of problems. • On arrival students should orientate maps.
simple. • Confirm view points and discussion points. • Split syndicates into COEFOR and
• Carefully select TOs and then match the • Create bad weather alternative. BLUEFOR to enable plans to be tested
ground to the TOs IOT generate discussion • Create notes for each stand and DS against each other.
and argument. solutions. • Example of an Ex Paper is at Appendix 1
• Weather. • Select RVs, veh parks, admin points and • Example of Guidelines for DS at Appendix 2.
• Time. work out routes and timings around the site. • DS encourage exposure of key deductions
• Admin. • Ensure that DS represent A&S. that lead to plan using format of the Combat
• Friction of the battlefield not fully replicated. • Confirm exercise outline with Ex Dir and write Estimate with emphasis on conduct of
• Split syndicates into COEFOR and instructions and narratives. Mission Analysis.
BLUEFOR to enable plans to be tested • At ENDEX the Ex Dir should sum up the
against each other. Pre Exercise: lessons learnt ideally from a viewing point
• Rehearse DS and problems and adjust if where his comments can be related to the
Prelim Work: necessary. ground.
• Establish comd’s intent defined against • Allocate syndicates of 6-10 and DS ensuring
CTOs. balance of experience and background. Exploitation:
• Participation. • Issue Ex Instr and Admin Os. • AAR.
• Draft exercise aim and objectives guarding • Prepare Ex Dir brief. • Conduct further training analysis.
against having too many. • Confirm all admin and mov. • Complete PXR and LFSO1118 for higher
• Set time and date. • Issue final exercise instructions. level TEWTS.
• Select ground from map and consider • Conduct final recce and briefings. • Exploitation:
weather for time of year. o Externally across CoC, Cap Dirs, and
• Clear initial thoughts with comd or Ex Dir if o DLODs.
appointed. o Internally across CoC, review
SOIs,SOPs, and TTP.
Initial Planning:
• Recce ground for suitability and size to
enable multiple stands. Ground should also
provide two or more evenly balance
possibilities.
• Use DTE to gain clearances.
• Indent for maps.
6-D-1
Contents
APPENDIX 1 TO
ANNEX D TO
CHAPTER 6
EXERCISE PAPERS FOR A TEWT

Content: General Idea: o Narrative 1 (to be issued at
• Exercise papers when issued should include: • The General Idea provides participants with Stand...at...hours).
o An index if a long exercise. the background to the TEWT. It should be o Problem 1 (to be discussed at Stand …
o General Instructions containing the kept simple, to the point, and include a short at…hours).
following detail: description of the exercise geographical, o Time for consideration (by individuals or
Date and duration of exercise. political and military setting. Wherever syndicates)...minutes.
Exercise Director’s aim and possible, the real operational role of the o Time for discussion...minutes.
objectives. formation or unit should form the basis for the
Maps required and how folded. General Idea. Care must however be taken to Directing Staff Notes.
DS and assistant DS syndicate lists ensure that political guidelines (where • DS will require guidance in the form of DS
(as an Annex). applicable) and security are not overlooked. notes that should include the following
Transport and traffic control information for each problem:
arrangements. Narratives: o A brief reminder of the problem to save
Accommodation and reception • Narratives should create a realistic picture, cross-referencing with other exercise
arrangements (if applicable). but they should be as short as possible papers.
Details of subsistence and travelling compatible with the experience of students. o The objectives in setting the problem and
allowance (if applicable). • They should include only the information that the main lessons to be brought out.
Dress and equipment to be worn (if they must know to enable them to conduct a o The time allotted for consideration and
not covered by Standing Orders). Combat Estimate and to produce a workable discussion.
Date, time and place of conferences effects-based plan. • The Combat Estimate (or proposed line of
for DS and others. • The use of short verbal orders given by the discussion):
Forecasts of any preliminary work DS that focuses students on the higher o In tactical problems, DS notes are best
required (this may be confirmation of commander’s Concept of Operations (Effects, set out in the form of a Combat Estimate,
details given in the warning order) or Intent, Scheme of Manoeuvre, Main Effort) with particular emphasis on the effects
revision on particular aspects of will help to keep paper to a minimum. that are required by a higher commander
tactics that will be necessary for the • The composition of forces and the air on the enemy. This should encourage
exercise. situation must be clear and realistic. students to conduct their own Combat
• General Idea. • Full details of any new organisation should be Estimate for discussion.
• Narrative 1 and Problem 1 (if preliminary given, but no more information should be o The suggested solution (when
work is required). available than would be on operations. required).This should be given for 2
• Exercise timetable. • Plans and other information can be given in reasons:
• Distribution lists. graphic form or marked air photographs. To form a co-ordinated basis for the
• Exercise papers for DS and any assistant DS • Narratives should not be so worded as to next problem, if this is the chosen
should be put complete into a folder. They suggest the DS solution, but can be used to method.
must include all exercise papers that will be rule out certain aspects of a problem which it To provide a reasoned solution for
issued at any stage during the exercise and is not proposed to discuss. The heading of students to remember as ‘one way of
all DS notes. narratives should be in the following form: doing it’, or for the DS to use in order
to provoke discussion. Such a solution
should be produced after the problem
6-D-1-1
Contents
APPENDIX 1 TO
ANNEX D TO
CHAPTER 6
has been thoroughly discussed, and in o Keep in mind the time available and the
tactical problems, only as one possible points you want to bring out.
answer. o Sum up the main points that come out and
• Technical data, e.g. ammunition availability, note them for the AAR.
capabilities of tanks, etc. DS may be
supplied with over-printed maps and annotated Timetable:
air photographs to ensure that all aspects of the • It is better to allocate too much time to each
problem are discussed or they prepare for event than too little. The timetable must show
themselves map-board notes. timings for:
o Arrival at RV.
Guidelines for Directing Staff o Issue of each problem and time allotted for
• Ensure that you are familiar with the ground, discussion and consideration.
how the problems relate to the ground, and o Instructions for the next problem and any
viewing and discussion locations. If necessary, exercise papers to be issued.
carry out an additional ground reconnaissance. o A summing up of the lessons learned from
• Check that you have the necessary papers the problem.
including syndicate details. o Meals.
• Ensure your own personal administration is in o Completion of exercise.
good order and that exercise papers are
protected from the weather.
• Familiarise yourself with each question, and
make a note of additional questions you might
wish to pose.
• Once on the ground:
o Introduce yourself and each syndicate
member.
o Introduce the TEWT and its aim and
objectives.
o Emphasise the nature of the TEWT. It is a
learning and discussion vehicle, and
although there might be DS suggested
solutions, there are no absolute right or
wrong answers to the problems set.
o Make sure that syndicate members relate
their maps to the ground, and that they
understand the tactical setting.
• When conducting discussions:
o Involve all syndicate members.
o Minimise your own participation. Act as a
facilitator. Avoid being prescriptive, or
dismissive of solutions. Guide the
discussion by questioning.
6-D-1-2
Contents
ANNEX E TO
CHAPTER 6
ORGANISING AND CONDUCTING A CPX

Purpose: To train commanders and their staffs up to Organisation: Conduct Pre Exercise:
CT6 level in C2 procedures and rehearse the • EXCON. • Brief Comd/Ex Director – confirm objectives.
deployment, operation and redeployment of the full • HICON. • EXCON induction.
HQ. Corps and NATO CPX are covered separately in • LOCON. • LOCON induction.
the ARRC manual ‘How the ARRC Trains’. • Grey/White Cell. • Simulation training.
• Confirm Participation. • STARTEX brief.
Prelim Work: • Rehearse EXCON.
• Establish comd’s intent. Objectives: Can be related to: • Rehearse LOCON.
• Exercise duration. • Offensive Actions.
• Location. • Defensive Actions. Conduct During Exercise:
• Type of exercise: • Enabling Actions. • Manage EXCON Battle Rhythm.
o Manual. • Stabilising Actions. • Manage MEL/MIL.
o Supported. • Intelligence/Information. • Dynamic scripting.
• Participation. • Communications. • Manage simulation to ensure effective and
• Issue Wng O. • CBRN. efficient usage.
• CS. • Control pace.
Initial Planning: • CSS. • Conduct training analysis.
• C2IS. • Rehearse operational plans. • Conduct AARs between phases.
• Exercise name. • Test and experiment.
• Scenario. • EW. Exploitation:
• Outline programme. • Tactics. • AAR.
• Storyboard. • UK Ops. • Conduct further training analysis.
• Scenario products. • ALI. • Complete PXR and LFSO1118.
• Initial planning conference. • CJIIM. • Exploitation:
• Sy. o Externally across CoC, Cap Dirs, and
Subsequent Planning: DLODs.
• Manual; create MEL,MIL. Simulation: o Internally across CoC, review SOIs,
• Supported; create MEL and agree • Manual. SOPs, and TTP.
scenarios with provider. • Supported – By CATT/CAST.
• Red play. See Appendix 1 and 2 for further
• Start states & ORBATS. requirements.
• Wargame scenario.
• Real life sp.
• Prepare EXCON LOCON, O/M briefs.
• Security: Real and exercise.
6-E-1
Contents
APPENDIX 1 TO
ANNEX E TO
CHAPTER 6
UTILISING THE COMBINED ARMS STAFF
TRAINER (CAST) FOR A CPX
Purpose: Simulation:
the application of doctrine and HQ dynamics
CAST delivers command and staff training to prepare across all the functional areas; concentrating • CPXs can be manual or supported by
BGs, CSS units and formations for operations. on G2 to G6. The principal focus during FT is simulation, or a combination of the two. An
Exercises are designed to achieve objectives set by the military decision making process, early decision is important in exercise
the chain of command and the exercising unit or practicing planning and decision making by planning.
formation. The training is command led. commanders and their staff. A guide to the
Tactical and Combat Estimates can be found Manual:
Design: in the SOHB and CAST Guide.
• Maximum benefit is derived when BGs or • In a manual exercise, a Main Events List
There are 5 key elements: formations are fully supported by ISTAR, OS (MEL) and Master Incident List (MIL) (or
• The exercising HQ. (artillery, aviation, and air), engineers and ‘MELMIL’) are required to drive exercise
• HICON from the superior HQ. CSS. Full instructions can be found in the activity. Writing a MELMIL is time consuming
• LOCONs from its subordinates. Blue Book. and requires expertise across the staff
• CAST staff acting as Observer/Mentors (OM), • Log, Med and ES units will complete CSS functional areas if it is to be realistic and
conducting AARs and analysis of training. CASTs where the specific demands of sufficiently detailed.
• All are supported by constructive simulation training these units can be met. These • Reliance on a MELMIL demands good quality
using the Advanced Battlefield Computer include specialist CSS Observer/Mentors and control staff during exercise conduct.
Simulation (ABACUS). an exercise pace which will better test CSS MELMILs are normally supported by exercise
elements. As above units will receive a 2 day control software (such as Exonaut) but at the
Foundation Training: SAV training package delivered at unit lines. lower levels can be worked from a simple
The exercise will be developed by the Div spreadsheet.
• The training package may include a 2 day Staff to test CSS elms with the TAR being • Manual exercises avoid some of the costs
CAST Staff Advisory Visit (SAV) to assist in a delivered to the functional commander. and training overheads of simulation, and can
mini-CAST in unit lines, a period for the unit be well suited to higher level CPXs in a
or formation to conduct their own preparation, Mission Specific Training (MST): contemporary setting where there may be a
up to 8 days exercise at a fixed CAST site, greater focus on policy, planning and ‘soft
culminating in an AAR, followed by a written • CAST can be enhanced to provide MST for effects’ than on combat and movement of
Training Analysis Report (TAR). current or future operations down to sub-unit units.
• During the initial mini-CAST exercise, a small level, replicating whatever C4ISTAR is
team from CAST, brief HQ staff on the available in a given Theatre. For example, Supported:
planning process and support a full planning Op HERRICK MST ops rooms have a full
cycle, led by the CO (or Comd), often in unit suite of emulated CIS and ISTAR feeds. • CPXs at unit level and above can be
lines. The exercising HQ will be told where Additional simulation is provided through supported by simulation. Simulations model
they need to develop prior to the full CAST. vritual simulation to give the detail required combat, movement and logistics, and thus
• During the main exercise HQs conduct 2 for sub-unit HQs and Base ISTAR operators. enable rigorous assessment of plans.
planning cycles based on the COESCEN, More detail on the exercise and pre-exercise Simulation data reduces the burden on
which are then executed. CAST exercises activity can be found on AKX. control staff, enabling consistent and
HQ level procedures and the unit’s own SOIs, accurate exercise play.
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• Supported exercises are generally conducted
at central facilities which have the necessary
infrastructure and expert staff required to
provide the simulation, but simulations can be
deployed, given some infrastructure support.
Central facilities may provide the means to
link several HQs together from remote sites in
the field or at distant locations to allow
sophisticated 2 sided, free play exercises to
be conducted.
• Simulations do have limitations. Even in a
free-play exercise, the exercise director will
need a general outline and MEL in order to
ensure that the exercise meets the training
objectives. Simulations cannot model all
activity; for example, a Key Leader
Engagement will demand some writing in a
MELMIL.
• Simulations can produce results which clash
with the Exercise Director’s plans for the
exercise, and an adjudication process may be
required to ensure a coherent outcome.
However, when resources permit, the use of
simulation can enhance the fidelity of
exercise play and compliment a MELMIL.
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APPENDIX 2 TO
ANNEX E TO
CHAPTER 6
UTILISING THE COMBINED ARMS

TACTICAL TRAINER (CATT) Simulation:
• CATT hosts a range of simulators. The most
Purpose: complex are the Vehicle Specific (VS) ones • A typical scenario is based on the
CATT is designed to allow Armd and Armd Inf BGs, representing Challenger 2 MBT, WARRIOR (COESCEN) in which the BG finds itself as
with their supporting elements to exercise tactical AFV, Scimitar and WARRIOR OPV. These part of a bde within a div framework. The
training within a virtual environment using a range of simulators are configured to represent scope of operations starts with Major Combat
simulators that allow the crews to be exercised ranging accurately the turrets and driver stations of Operations (MCO) before transition to
from Tp/Pl up to BG level. the vehicles. The VS allow an Armd BG or Stability Ops and will encompass different
and Armd Inf BG to exercise with 2 MBT types of operations such as Advance, Obs
Design: Sqns, 2 Armd Inf Coys, a Recce Tp and their Xing, Attack and Withdrawal.
• CATT is primarily focussed on helping units OP Parties. • After each tactical exercise an After Action
prepare for operations as part of the • CATT also has Generic Vehicle Simulators Review (AAR) is conducted by the CATT
Formation Readiness Cycle. It is likely that a (GVS) that can represent up to fifteen Staff. A narrative of the operations is
unit will attend CATT as part of its Foundation different weapons platforms and Dismounted presented and compared with what the BG
Training (FT) and then again as part of its Infantry. had planned and what events actually took
Mission Specific Training (MST) before • The ability to dismount infantry from vehicles place. The BG is then asked to consider
deploying. allows the TA to create stimulation and what aspects they think need to develop and
• The CATT system (consisting of the activity at the very lowest levels that is then what action they would take to rectify them. It
databases, simulators, the military/civilian reported up the command and control chain is a two way collegiate process facilitated by
staff and the fixed infra) is flexible enough to informing the situational awareness of the CATT Staff using data captured from the
adapt to other levels of training and commanders at each level; it is not about day’s events.
experimentation. focused dismounted infantry TTPs. Red or • AARs can be a powerful learning tool for the
• Civilian contractors support the military staff Enemy Forces (EF) are controlled by the unit and those that embrace this opportunity
by operating and maintaining the simulation CATT Permanent Staff applying TTPs from reap the benefits.
for the TA to practise their TTPs. The CATT an EF view point. Each exercise is carefully • Information from the AARs and other
Staff then train, teach, mentor, coach, and planned, and built into databases so as to observations from the CATT staff then inform
lead the units and sub-units attending the ensure the correct TTPs and Tactical Effect the Training Analysis Report (TAR) which is
training by creating exercises that sit on the can be carried out by the TA. CATT currently received by the unit as a record of their
databases. The CATT Staff become part of has 4 databases; UK, Afghanistan, Germany performance.
the unit, supporting the unit’s Trg Wng. and Desert. All have varying degrees of
• After each period of training there is an After fidelity it terms of the richness and depth of Mission Specific Training:
the simulation on the database. The basic • CATT has the capability to support the
Action Review (AAR) capability that allows
principle is that the high fidelity areas are the delivery of Command and Staff Tactical
the Training Audience (TA) with the
places the TA will operate over. Training for units needing to conduct MST.
permanent CATT Staff, to assess what they
There are two aspect to this; first unit training
have accomplished and aspects they either
Foundation Training: and second, the bde HQs training if
need to sustain or develop for future
• During the early part of the FRC, Armd, and deploying. Using this simulated environment
exercises or operations.
Armd Inf units will exercise at CATT. This Unit MST will focus on conducting operations
normally precedes their deployment on a within the campaign plan and forms the first
major OTX. part of their training progression. The D-
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CSTTX aims to ensure that units have their
Command and Staff procedures in place
before they embark on their fd trg
opportunities in the remainder of the MST.
Within CATT and CAST each SU and the unit
HQs will set up and run a Joint Operations
Centre (JOC) which is fed by data stimulated
by LOCON activity on the simulated
databases in the form of patrols and tactical
activity. The Ops Rooms are a fully working
emulation of the proposed theatre CIS and as
such allow the practising of all the necessary
Command and Staff procedures. Units will
plan a number of deliberate and hasty
operations in response to the scenario, but
the training is not solely focussed on the
planning and conduct of operations; it also
includes the wider areas such as KLE,
through the provision of robust and detailed
Command and Staff procedural training.
Roles, responsibilities of the ops rm staff can
be thoroughly practiced. For contingent
operations Command and Staff MST may
take a different format, but the fundamentals
of using virtual simulation will remain.
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ANNEX F TO
CHAPTER 6
ORGANISING AND CONDUCTING A o Field Firing Exercises. During these • Agree with the comd or Exercise Director the
FIELD TRAINING EXERCISE (FTX) exercises troops fire live ammunition under process of Training Analysis, frequency and
tactical conditions. There is a requirement for level of AARs.
safety staff and often, for major field firing
Purpose: exercises, O/Cs and a control organisation. Subsequent Planning:
FTXs provide the final stage of training in which, within o FTXs. FTXs allow all elements of a unit • Confirm OPFOR, NUETRAL ORG and any
peacetime constraints, all that has gone before is or formation to be deployed and rehearsed in other assistance.
brought together by units and formations practising as near realistic conditions as can be • Arrange special logistic support requirements
their role. Their purpose is the preparation of achieved. The focus of activity should be on: such as tank transporters, spares priorities
commanders, staff, HQs and units to work together as and bulk fuel.
one team to achieve the same objective, namely, (1) Command and control. • Draft detailed exercise instruction. An
success in battle. (2) All arms co-operation. example of an generic exercise instruction
(3) TTPs. can be found at Appendix 1 to this Annex.
Design: (4) Administration and movement. • Carry out detailed gnd recce with key
An FTX should build on and confirm a unit’s individual (5) Logistic support. planning, control, and OPFOR staff.
and collective skills. Long exercises are generally • Brief the Exercise Director and clear detailed
more valuable than short ones. This applies o Command Field Exercises (CFX). The exercise plan.
particularly to logistic units since their role will not be CFX is a combination of CPX and FTX; a • Issue detailed planning timetable to include
properly tested until an exercise has been in progress CPX is complemented by representative dates, times and locations of exercise
for some days. A long exercise also helps to accustom movement on the ground, normally by single planning conferences.
troops to the rhythm of life in the field, and gives them light vehicles representing sub-units or • Consider damage control and Media Ops
a sense of achievement and confidence in their troops/platoons. aspects of the ex.
operational ability. The concept of the 24-hour battle- • Determine dates and duration. • Draft MEL and MIL for an exercise involving a
day is an important reason for having longer exercises. • Consider likely locations. controlled en. Much less detail is required if
All ranks need to learn how to cope with fatigue and • Brief comd/Exercise Director for approval or the exercise is supported by TES, but there
exhaustion and discover their own personal limits. further direction. will have to be some form of controlled
Commanders must learn to take account of this and activity to enable the objectives to be met.
plan to achieve success despite the pressures of Initial Planning: • Continue to balance the elements of the Ex
fatigue. Hard, realistic training is the best method by • Estb trg area availability and unit priority. until:
which this can be induced, studied and learned from. • Conduct recce to confirm suitability. o The exercise objectives can be met.
• If using private land seek permissions and o The exercise has been designed to be
Prelim Work: commence formal land clearance with sp from tactically sound.
• Determine the comd's or Ex Dir’s intent, DTE. o The exercise is logistically supportable.
outcomes and required participation. Refer to • Book training areas and other facilities o The exercise allows for flexibility and
CTOs in order to identify specific training required. Initiate formal clearance procedures imagination by commanders.
objectives, standards and resource implications. for private land if appropriate. o The exercise is realistic, yet allows a
• Determine type of FTX required. The main types • Identify sources of enemy, O/Cs and support spread of activity to ensure that all
are: staff. participants are involved.
o Battle Procedure Exercises. In these • Issue a Warning Order to participants.
exercises, specific manoeuvres or drills are • Prepare an exercise outline, timetable of events • Plan movement/deployment to exercise area.
practised on the ground. They need the and clear it with the Exercise Director. • Warn civil and military police if there is to be
minimum organisation, and there is no need major vehicle movement.
for O/Cs or a control organisation.
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Pre Exercise: Control of Events:
• Conduct briefings and any necessary training o The General and Special Ideas should • Tempo of Events. Events sometimes
(and testing) of support staff, such as O/Cs, be issued in sufficient time for all troops develop faster in training than on operations.
safety staff and OPFOR. to be ‘read in’ to the exercise before it This is inevitable if interest is to be
• Plan controllers’ briefing (and recce if starts. maintained, but must be carefully controlled.
required). o Comds being exercised must receive Operations can include long periods of
• Commence issuing narratives, SITREPS, clear orders defining their missions and inactivity. An ex should not become too
preparation by passing situation reports and any limitations, which may be imposed unrealistic in this respect. Inactivity is not
other information to commanders to enable on them. always wasted time, since formations and
scene setting for STARTEX. o Comds should be given as free a hand units obtain valuable experience in
• Conduct any preliminary movement and pre- as possible, and control, particularly at developing a routine in the field and in
exercise activity, such as communications the outset, should be flexible. preparing for future phases. Fatigue must be
checks. o In the opening situation of a two-sided taken into account. It is good training for
• Arrange comd’s O Group. exercise the opposing forces should be officers and soldiers to learn to function
• Brief Media Ops staff. dispersed so that their main bodies do despite being tired, but a balance must
not become involved as soon as the always be struck.
During the Exercise: exercise starts. Both sides should be • Close Combat. If the opposing sides become
• Ensure that orders and guidance are compelled to carry out reconnaissance engaged in close combat, particularly when
presented realistically and that any control in the early phases. Where possible armour is involved, O/Cs must always
which has to be exercised is kept to a training areas should be selected that supervise. This is essential at night.
minimum, and is transparent to the allow for separate administrative and • CPERS. CPERS play requires careful
participants. logistic lines of communication to planning, must be closely controlled, and
• Collect information for the AAR. prevent breeches of OPSEC between events closely monitored to ensure
• Conduct training analysis if appropriate. opposing forces. compliance with policy.
o The unexpected situations can be • Logistics Events. FTXs should practice
Conduct : introduced, but not with the intention of logistic elements. This activity should be
• An FTX relies on an effective EXCON ‘catching out’ forces in an unfair closely monitored to ensure doctrinal
organisation and realistic training objectives. manner. They should stimulate interest, principles and TTP are followed. Activity that
There must be a primary aim and a training challenge commanders at all levels, should be included is, but not limited to, the
focus against which all other training and above all contribute to achieving provision of combat supplies (ammunition,
objectives are set. the exercise objectives. POL and rations), material (spares and
• Comds need to be trained to use initiative and o A continuous watch should be kept on assemblies, clothing etc), casualty evacuation
imagination yet, for an exercise to be a the involvement of all participants as and treatment, prisoner handling, the
success, constraints on sequencing events the exercise develops. Adjustment may recovery and repair of vehicles and the
may have to be enforced as unobtrusively be necessary to ensure that a relatively integration of battle casualty replacements
and realistically as possible. even spread of activity is achieved. The (BCRs). Particular logistic points for
• Time should be allowed for units to get the larger the scale of the exercise, the consideration might include:
basics right before being over-faced with more difficult it is to avoid periods of o Water. Units and formations should
complex problems. inactivity for some. be required to use selected water
• Comds must be trained in the art of points and resupply practiced.
‘managing chaos’ and operating within an o Medical. Arrangements must be
environment where they do not always have made at all levels of comd for
all of the available information. In this context: creating exercise’ casualties.
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Medical units must be practised in all levels must use their imagination to instill a (CMT) should be used to detect
their duties in the context of a sense of realism into their troops. breaches of security.
combined arms operation. ‘Ex’ Suggestions for doing this are as follows: o Helicopters. Helicopter movement
wounded should be resourced, first o Example. Officers and NCOs must often looks unrealistic to troops on the
aid practised at the point of behave as they would on operations by ground who do not know whether they
wounding and the CASEVAC chain constantly demonstrating high personal are carrying enemy, own troops, O/Cs
practiced. By using realistic casualty standards. They must observe track or visitors. It is important that
estimates, units not only practice discipline, use dead ground and carry helicopters in the forward area fly as
their own treatment procedures and weapons. O/Cs and visitors must they would on operations within
casevac systems, but also exercise comply with the local tactical situation peacetime constraints. Those carrying
the medical services. Additionally, to preserve the sense of realism. O/Cs or visitors should be routed round
consecutive tasks within the tempo o Enemy. The OPFOR comd must use the immediate battle area and not
and scenario of the exercise are his skill and imagination to the full to allowed to cross it.
conducted. represent a realistic opposing force. o Indirect Fire. Artillery and mortar fire is
o Exercise Casualties and o Intelligence. Poor intelligence activity best represented by Fire Marker Teams
Prisoners. Exercise casualties and is a frequent cause of the loss of (FMT). If an ambitious programme is
POWs will require special realism. The higher the level of the planned, the FMT co-ordinator must be
arrangements for feeding and exercise the more important realistic given plenty of warning to order stores,
returningto unit once they have intelligence activity becomes. The best including pyrotechnics, transport them
fulfilled their purpose. way to ensure that intelligence is to the site, lay out and test circuits and
o Repair. Arrangements should be convincing is to establish a joint then weatherproof them before the
made to practise the repair and intelligence/enemy control cell. arrival of troops. Safety regulations
recovery of vehicle casualties, both o Communications. A degree of realism must be explained to comds. Whenever
real and ‘exercise’. It is however and pressure can be injected into possible, own troops’ indirect fire,
important that fighting vehicles training by simulating communication particularly smoke, should also be
should be returned to their units as problems associated with interference, simulated so that the movement of
soon as possible, if training time is atmospherics and enemy offensive EW. troops is made more realistic and the
not to be wasted. Conflicting training The imposition of enemy EW measures effect is felt by the enemy.
priorities must be judged on the should take place during a specific o Tactical Engagement Simulation.
basis of ensuring a balanced output phase of the training during which they DFWES and AWES replicate direct and
between supported functions to are the focus of the training. It must be indirect fire weapons at BG level on the
maximise overall operational accepted that C2 processes will be battlefield. Exercises are free-play, 2
capability. disrupted to some degree during this sided and can practice all aspects of
phase, but this will become less warfighting including CSS support.
Realism: destructive as operator and staff o Mobility. Battlefield mobility in real
• Training must, whenever possible, reflect training progresses. operations will be restricted by natural
realistically the conditions encountered on o It is also important to ensure that obstacles such as waterways,
operations. This can be achieved by measures designed to preserve embankments, military obstacles (e.g.
imaginative planning, but at the same time communications security and deny demolitions and minefields) refugees
safety rules and legislation must be complied information and intelligence to the and the general devastation of the
with, and unnecessary environmental enemy are adhered to at all times. battlefield. In peace, because of
damage avoided. Lack of realism can destroy Communications Monitoring Teams
the value of an exercise and commanders at
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exercise restrictions to avoid damage, subsequent promotion of subordinates, will effort to prepare and must be well executed; it
this cannot be fully replicated. The allow more junior officers and NCOs a may add interest, but it must not be allowed
appropriate delay or restriction of chance to gain confidence and valuable to detract from the main training focus.
movement should be imposed on the experience. Commanders who become OPFOR:
exercising forces to avoid a false casualties should be evacuated in the normal • In a 2-sided exercise, the troops representing
impression of battlefield mobility on way. the enemy should adopt the organisation and
operations. • Enemy activity should not ignore rear areas. tactics of the forces they are depicting
o Protection. Training area restrictions Rear echelon forces will soon lose interest if it whether these are conventional forces or
often mean that it is not possible to dig is realised that there is no physical threat to insurgents. This may require some
in. This should not however, prevent ex their security. Logistic units and headquarters preliminary training before the exercise. They
planners from seeking authority to do are as vulnerable to enemy attack, including must not forget that they are equally
so in controlled circumstances. coup de main and terrorist activity, as those susceptible to effective fire and it is important
Exercising troops should always be further forward. that they are seen to react accordingly. They
made to consider the requirements for • If it is known that the results of enemy should also aim to bring out the aggressive
digging and the problems that this surveillance will be demonstrated to troops, spirit in those being exercised.
poses. then interest will be maintained and counter • Realism will be improved if the enemy can be
o Ground. The ground available for an ex surveillance measures improved. Air dressed in a different uniform. They must at
may not be ideal and some notional photographs and long range ground least be identifiable by a distinguishing mark
alterations may have to be effected. photographs of positions and movement, and even if it is only a different form of head-dress
However, if possible avoid the use of tape recordings of radio communications and from friendly troops.
notional play. Notional inputs, such as orders (including fire orders) can be useful in • When training for operations in the COE
rivers and obstacles must be clearly this respect. Video recordings are also a provision must be made to have a
marked so as not to confuse the ex valuable aid to illustrate key points in AARs. representative civilian population as well as
troops. • Intelligence. As a product and as an activity, opposing forces
intelligence is essentially predictive in nature. • A controlled enemy must remember that the
Interest: The primary aim of intelligence is to forecast prime purpose of the exercise is to train the
• Interest and realism are inter-dependent. A what the enemy will do, where, when and ‘friendly forces’. If anyone is be
boring exercise will not achieve its aim. An how he will do it, at what time and in what inconvenienced it should be the enemy,
exercise should be written and controlled so strength. although the reason is to be clearly
as to be both demanding and challenging, • If intelligence staffs are to be exercised the explained.
leaving the soldiers participating with a sense Exercise Director must ensure that the • Every effort should be made to provide a
of achievement. This should not be confused intelligence play is carefully planned and significant sized enemy force which can be
with the points made under ‘Tempo of Events’ realistic. In this way the staff should be able reinforced for short periods to cover particular
– as there will be lulls in activity and these are to make a successful interpretation which, if incidents.
important to allow for battle procedure and properly exploited, may be rewarded by a
rest to be completed. There are a number of tactical advantage.
ways of maintaining interest, but it is essential • A number of useful incidents can be devised
that all ranks taking part should be kept fully to create and maintain interest. The use of
informed. This is a normal requirement of ‘foreign’ uniforms, ‘play acting’ by enemy, use
warfare and an integral factor in maintaining of casualty cards to nominate casualties in
morale. own units, visiting ‘commanders’ and press or
• Once an exercise is under way, imposing other specialists, and casualty simulation
casualties on commanders, and the packs are all useful tools. This takes time and
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Other Players (CIVPOP/NGO/MEDIA): After Action Review
• Integration of additional non-uniformed • AARs should be planned before the exercise
players (CIVPOP, NGO, MEDIA) adds begins, and should be conducted in
another dimension to the already cluttered accordance with the standard format. The Ex
battlefield and is increasingly becoming more Dir should make it clear before the exercise
relevant. Commanders at all levels must be begins how he wishes information to be
made aware of the complexities that are gathered for, and presented at, the AAR.
added to an operation when non-combatants AARs are covered in more detail in Chapter 3
are included in operations, and relevant ROE
need to be practised and enforced. However, Post Exercise
the integration of additional non-military • Compile PXR.
players to an exercise must be done only • Review FTX and record any lessons to be
when the training audience is ready for them. addressed in line with LSO1118.
It is important not to overcomplicate the • Draft letters of thanks for the
training environment beyond the scope of the commander’s/Exercise Director’s signature.
training unit. As with all training the addition • Conduct a resource reconciliation.
of frictions should be commensurate with the
training level of the unit. This includes
developing the asymmetric threat. Training is
to be progressively demanding; if it is
overcomplicated too soon then the training
audience will lose confidence.
• A well-organised and well controlled CIVPOP
is essential if it is to provide the right effect. If
achieved it will add significantly to the value
and quality of the training gained by an
exercising unit. Realism is critical and
personality briefs for major players are
required if they are to have an active and
interactive role with the exercising units.
Exercise Conclusion:
• It is important that an exercise should finish
on a high note, as this will erase any
memories of periods of inactivity or boredom
in earlier stages. Troops should return to
barracks confident in their ability, their
equipment and their commanders. Exercises
should not be artificially prolonged, and the
arrangements for return to barracks must be
efficient with the need to conduct safety
procedures fully complied with.
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ANNEX F TO
CHAPTER 6
EXAMPLE OF AN EXERCISE GENERAL
INSTRUCTION
EX …………. GENERAL INSTRUCTION

Time Zone Used throughout this Instruction: ……….
b. Observer/Controller Training. 12. Comand and Signal.
INTRODUCTION c. Exercise Risk Assessment. a. CEIs.
d. Medical Risk Assessment. b. Locations.
1. General. e. Safety. c. Contact Details.
f. Security.
2. TASKORG. g. Timings. 13. Summary.
h. Briefings.
3. Objectives and Aims. The exercise objectives i. Paperwork. 14. Signature Block.
and aims are as follows: ... j. Confirmation of Training Resources
k. Bookings. 15. ANNEXES (likely to include):
4. Conduct of the Exercise. (1) Flights. a. TASKORG.
a. Areas. (2) Trg Areas. b. General Idea.
b. Battle Picture / Orders. (3) RAAT / Trg Sp. c. Special Idea.
c. Sequence of Events. Timeline as at (4) Supporting Units. d. PICINTSUM.
Annex … (5) Host Nation Sp. e. INTSUM.
l. Media. f. BLUEFOR Schematic.
5. Organisation. m. Visitors. g. COEFOR Instr.
a. Ex Director. h. Exercise Timeline/MEL.
b. Ex Coord. 11. Service Support. i. Risk Assessment.
c. EXCON. a. Dress. j. EASP.
d. HICON. b. Weapons.
e. LOCON. c. Ammunition.
f. OPFOR. d. Medical.
g. RENO. e. Accident Reporting.
f. Transport Plan.
6. OS. g. POL.
h. Water.
7. Engrs. i. Rations.
j. ES.
8. Avn. k. Portaloos.
l. Environmental.
9. Air. m. Training Areas.
n. Waste Disposal.
10. Co-ordinating Instructions. o. DAMCON.
a. Observer/Controllers: p. Spill Plan.
(1) BG HQ – q. Pollution.
(2) A Coy – etc
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CHAPTER 6
ORGANISATION AND CONDUCT OF FIELD FIRING
(CALFEX)
exercise is to achieve is required to focus execution). In simple terms it is producing the
Purpose. planning. shape of the exercise.
A CALFEX is a live firing exercise, usually at Coy or • Define the Training Audience. If correctly • Battlespace Management and Operational
BG level involving a combined arms sub-unit or sub- written, the aim will outline the training Safety. Operational safety is a key task for
units, utilising direct fire and indirect fire weapon audience for the CALFEX, but a clear definition commanders and G3 staffs at all levels. A key
systems, and including CAS, aviation and Combat of the training audience, including the weapon training objective is for the active application of
Engineer support. It aims to deliver combined arms systems to be used must be produced early in safety measures as a function of battlespace
live training to achieve individual and collective the planning process. control, and exercise safety should be
confidence in live firing in an operationally focused • Determine the Training Objectives. Closely conducted accordingly.
environment. No other training can accurately linked to the aim is the requirement to define • Planning. Once design is complete, detailed
represent the frictions of live firing and as such what training objectives the CALFEX are to be planning can commence. The planning stage
CALFEXs are a key part of FT and MST. covered. This is the responsibility of the CoC covers the production of range traces, the
This will drive the allocation of resources to OSW, CALFEX instructions, EASPs and
• Design. A CALFEX requires a combined support the training incl: Trg Areas, Air, SH, RASPs, PRT istructions, timelines etc. Range
approach from the development of the aim, ATF, Ammunition, Hvy Lift, CS, CSS etc and planning for a CALFEX must be a collaborative
through the planning, range design, rehearsals shape the TOs for the exercise. process to ensure at All Arms are able to
and execution. The nature of CALFEX is • Resources. It is essential that priority is given maximise the training opportunity.
important: free flowing exercises are of much to resourcing the exercise early in the planning
greater value than scripted. process. Rehearsals and Briefings.
• Battlefield Inoculation. The best way to • Recces. It is strongly recommended that an • Rehearsals and Wargame. Thorough
prepare soldiers for combat is to sensitise them initial recce to confirm the exact areas that are rehearsals are not only mandated, but are
as best we can to the disorientating effect of required is carried out. This will also serve to critical to the execution of an effective and safe
noise, emotional pressure, tension etc of the commence the development of the close CALFEX. Rehearsals must include everyone
battlefield. A demanding CALFEX provides relationship needed between the planners and involved in delivery and support of the
this. the DTE staff if the maximum training benefit is CALFEX. Rehearsal of the safety comms, G4
• Fires Integration. ISR, fires and manoeuvre all to be achieved. support, placing of sentries is as important to
have to be dynamically coordinated on the execution as the rehearsal of safety staff.
operations as force elements “find, fix and Subsequent Planning. As part of rehearsals, a wargame should be
strike” and practised live to develop full • Confirm the Resource Requirements. conducted to practise the response to the most
understanding and competence. Early confirmation of resource requirements likely and most dangerous failures or incidents
• Sequence. When approached as an exercise, will assist planning and ensure that the aim and that could occur. Specific attention should be
the planning of a CALFEX will be similar to that objectives of the CALFEX can be met. Details taken in wargaming serious CASEVAC.
of an FTX. See Annex F. on resource requirements are listed later in this Rehearsals should take place at least 2 days
note. prior to first delivery to allow adequate time to
Initial Planning. • Design. The design of the CALFEX is little make and promulgate changes and
• Determine the Aim. Establish the aim of the different from the design of a phase of an FTX. adjustments.
CALFEX. Whilst the primary aim of a CALFEX It is the process of establishing the situation • Briefings. All exercising troops must receive a
is to establish individual and collective (En Forces and Friendly Forces picture, the full brief before participating in the CALFEX.
confidence in live firing a clear aim on what the tactical situation, the mission and outline This is mandated and should include the safety
and control measures, weapon states by
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phase, light signals, comms plan, med plan Ideally, all exercising troops should be requirement where as for small arms
etc. instrumented (TES), a team of observer firing there is no detailed specified
controllers deployed throughout the CALFEX to requirement.
Delivery. assess performance and video and photograph o Range Conducting Officers. A
• The delivery of a CALFEX differs from an FTX the exercising unit. An after action review separate range conducting officer
in that there are 2 specific focuses during the should then be held as soon as possible after will be required for each live firing
exercise. The first is the safe running of the live the end of the exercise. practice: small arms, artillery,
firing and this must take primacy, but should • Validate. Even the best planned and run mortars, demolitions, air and avn.
not be at the expense of the second aspect training will identify lessons that will assist in The Senior Range Conducting
which is delivering an exercise which maintains the planning and delivery of future CALFEXs. Officer oversees all range activity.
a credible scenario, freedom of movement for Validation should not just focus on areas that o Safety Staff. The safety staff are
exercising troops and realism. need improvement. Lessons may also be usually the largest element of the
sources of possible best practice. Validation PRT. The key is to ensure that
Managing Safety. should not only be circulated internally, but there is safety staff allocated to
• All aspects of safety should be a discreet and consideration should also be given to providing each fire unit that is in ‘contact’ and
unobtrusive as possible. Safety staff should input to LOFT via LSO 1118. sufficient grouped with those second
operate tactically when the situation permits so and third echelon troops to track
as to not detract from the exercising units Considerations. their location on the range. A plan is
tactical conduct. Safety staff should dress as • Resources. A CALFEX is resource then required to flex safety staff
tactically as possible and those not delivering a intensive: between elements on the range as
safety function should dress the same as other elements come into ‘contact’..
exercising troops. o Training Area. A CALFEX is See the table below for an example
significantly real-estate intensive requirement.
Halts in Firing. therefore careful selection of training
• There will be occasions where live firing has to areas is essential and is a significant • Sentries. Some training areas require sentries
stop for safety reasons. These might be range task. Having the support of the CoC and these need to be factored into the PRT.
incisions, or perhaps ammunition or weapon setting a priority will greatly help. • Currency and Competency. All safety staff
incidents. Consideration should be given to Ideally the planning of the CALFEX must be current and competent in the weapon
how these pauses are to be managed to should have reached the design systems that they are providing safety for. The
reduce impact on the exercise and the phase before detailed areas are regrouping of platoon weapons systems is
exercising unit’s momentum. Options include selected, but often lead times will often overlooked and safety staff should be
imposing a requirement to conform to flanks, or dictate securing a training area early qualified on all weapon systems employed on
presenting CDE issues. Ultimately there will on in the planning process. the range.
be occasions where the exercise has to stop o Permanent Range Team (PRT). • Targetry. The availability of targetry will vary
and exercising troops will need to accept that The size of a PRT for a CALFEX will considerably. A contingency is required for
they have been constrained for safety reasons. vary considerably dependent on the when targets fail to operate. The placing of
size of units being exercised, the figure 12 targets close to SAPU pits can
Review. complexity and the exercise and provide a suitable back up. The introduction
• After Action Review (AAR). A CALFEX is an terrain and the variety of weapon of smart targetry will significantly enhance the
exercise and the training benefit is significantly systems involved. Some aspects of delivery of CALFEXs. Artillery and mortar
enhanced if a review of the training audience is range practices (artillery, targets should also be provided. Mechanical
conducted after the completion of the exercise. demolitions) specify the exact safety
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• targets are ideal, but restrictions may limited
the exercise to hulks and ground features.
• Live Fire Transition. All participating troops
must conduct mandated live fire transition
before conducting a CALFEX. For SA this is
live fire transition one level below that being
exercised i.e. Pl before Coy LF. If night
firing is to be conducted the same rule
applies.
• CALFEX Instructions. As with any
exercise, a CALFEX requires detailed
instructions, including EASP, RASP,
exercise instructions, OSW, range traces
etc. The production of a detailed
schematic assists in understanding the
exercise, the layout of the targets and
positions and aids control and reporting.
Additionally, a target pack with photographs
or sketches of each position accompanied
by 8 or 10 figure grids will assist in setting
out the range.
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CALFEX SAFETY STAFF REQUIREMENT
SER TASK QUANTITY QUALIFICATION REMARKS

1. Senior Range Conducting 1 Senior Range Conducting Officer The range conducting officer must be qualified in one of the live
Officer practices being conducted (small arms, artillery, mortars etc).
Qualification or experience in any of the other practices is useful.
Artillery and Mortar Safety
2. Artillery range Conducting Officer 1 Artillery 4B or 5
(OIC Practice)
3. Forward Indirect Fire Safety Officer 1 FIFSO Qualified Additional FIFSOs may be required for a large exercise or in
complex terrain.
4. Gun Position Safety Officer 1 GPSO Qualified
5. Gun Line Safety Officer 1 GLSO Qualified Additional GLSO to allow one per gun or pair of guns allows quicker
response times of the Gun Group.
6. Safety Assistant 1
7. Mortar Safety Officer 1 Mor A Qualified
8. Mortar Line Safety Staff 1 Mor A Qualified
Demolition Safety
9. Demolition Safety Officer 1 DSO Qualified BATISMs, assault breaching, obstacle breeching.
Additional DSOs or B1 Combat Engineers allow more flexibility.
Small Arms Safety
10. Small Arms Range Conducting 1 SA(A)A
Officer
11. Section in Contact 3 Point of Fire, Intimate fire Sp, Grenade Safety
12. Platoon in Contact 3 For Each Section in contact
13. Fire Support 2 For section providing fire sp
14. Echelon or Reserves 1 For reserve section
15. WMIK 1 Per pair of WMIKs
16. Snipers 1 Per 4 x snipers, with an additional 1 for
each separate sniper location
17. Dismounted FSG 1 Per 2 guns, with an additional 1 for
each separate dismounted FSG location and
flanking fire gun.
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ORGANISING AND CONDUCTING OVERSEAS Preparation process as an annex to the This will involve coordinating with all parties
TRAINING EXERCISES & FOREIGN MILITARY Operational Commitments Plot (OCP). including FEs, funding providers, overseas
EXERCISES (OTX/FMX) – POLICY contacts (inc. DA’s and LO’s), movements and
OTX Budget: equipment providers involved in the OTX/FMX
• The OTX programme budget is held within FDT process. DTrg(A) will also issue enabling
Background:
but is separate to the funding used for FT instructions and capture PXRs.
• The Overseas Training Exercise (OTX) and
exercises in BATUS and BATUK and that
Foreign Military Exercise (FMX) programme is a
allocated to FMX. Roles and Responsibilities:
vital part of the British Army’s defence
• The following organisations have key OTX/FMX
engagement and provides opportunities to
OTX/FMX Process overview: roles and responsibilities:
develop interoperability with Allied Forces. These
• Initiating Point. New requirements for o Army International Branch (AIB): Provide
training events allow force elements to attain
OTX/FMXs occur frequently and are initiated international priorities and advice as
collective training levels as well as provide
from: required; ensure OTX Implementing
environmental training opportunities while
o CGS/ACGS direction. Arrangements do not conflict with existing
exercising, where possible, alongside
o CLF/DCLF direction. Status of Forces Agreements (SOFA) or
multinational partners.
o Army to Army Staff Talks international Memorandum of
o Alliances inc. NATO, ABCA[1] and FPDA[2]. Understanding (MOU).
OTX/FMX Programme:
o Interoperability Plans. o Army Directorate of Operations and
• The OTX/FMX programme currently contains
o Experimentation and Training Development Contingency (ADOC): Provide FEs for
those exercises providing Defence Engagement,
requirements. participation in OTXs and FMXs.
Collective Training value or achieving Special to
• Development Process. Once the requirement o CLF P&P: Provide funding authority for FE
Arm training objectives. The details of all
for an OTX/FMX has been established by the participation in OTXs and FMXs.
approved OTX/FMXs are contained in the
initiating body; whether the Army International o FDT P&R: Provide funding authority for
following databases:
Branch (AIB) for Defence Engagement or OTXs and FMXs.
o Land Forces Collective Training
CLF/FDT for training requirements; D Trg (A) will o DTrg(A): Develop Army policies for
Programme (LFCTP). The LFCTP is
then conduct work on their behalf to define the conducting OTXs and FMXs.
maintained by DTrg(A) for CLF and turns
scope, policy, co-ordination and delivery[3] Coordinate and deliver OTXs and FMXs.
Training Policy into a programme of training
through engagement with: Provide direction and guidance to
activities and exercises for all Land Forces
o CLF Plans and Programmes (P&P) or FDT formations hosting Foreign Military
units and formations. As such, it is derived
P&R. To confirm responsibility and exercises in the United Kingdom. Ensure
from the Force Preparation Schedule (FPS)
availability of funding. that OTX and FMXs are entered on the FPS
and formation input in order to facilitate the
o ACOS Ops (Army HQ Cts). To confirm and LFCTP. Provide input to the DXP in
actual execution of exercises and updated
availability of UK Force Elements (FE) to order to comply with the policies managed
monthly. It is also the primary input from Land
undertake the activity, using the Land Force by Joint Forces Command. Maintain OTX
Forces into the Joint Forces Command (JFC)
Coordination Conference as required. budget.
Defence Exercise Programme (DXP) used to
o DLog(A): Coordinate transportation in
bid for exercise air and sea transport.
Confirmatory Process: support of OTXs and FMXs.
o Force Preparation Schedule (FPS). The
• Once the scoping process has been completed
FPS allocates all CT2-3 exercises and
with funding and FEs allocated and the DTrg(A) Key Points of Contact (POC):
synchronise OTXs, MST windows and other
OTX/FMX approved by the CoC, then DTrg(A) • SO1 Multinational, DTrg(A). (94393 6974):
multinational activity down to CT2 level in
will enter the exercise on the Land Forces Responsible for OTX/FMX policy.
concert with other training activity being
Collective Training Programme and the Force • SO2 Multinational, DTrg(A).(94381 2068).
conducted by the Army (i.e. Bde / Div
Preparation Schedule. This will confirm the Coordinates enablement of OTX/FMXs.
concentration exercises). It is maintained by
exercise is an authorised activity. • SO3 Multinational, DTrg(A).(94381 2067).
DTrg(A) for CLF.The FPS is a SECRET
document and is issued in line with the Force Coordinates enablement of OTX/FMXs.
Enablement Process:
• DTrg(A) will then commence the process of
delivery hrough their Multinational Desk Officers.
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ORGANISING AND CONDUCTING OVERSEAS Collective Training (CT) Level is being achieved exception of officially categorised medical or
TRAINING EXERCISES & FOREIGN MILITARY on the exercise. The visitor is generally the compassionate cases).
EXERCISES (OTX/FMX) – EXECUTION formation commander or his representative. • Movement of Ammunition. Both UK and HN
• Clearance. Applications for OTX Travel and regulations for the movement and storage of
Staff Clearance (OTX Movement Financial ammunition must be strictly adhered to.
INTRODUCTION
Authority (MFA) Form, for CIVAIR flights are to Ammunition should be demanded for delivery via
• Ex Instructions: An instruction is issued by D
be submitted to D Trg (A) 30 days prior to the UAMS. DSDA will then resource the ammunition
Trg (A) which is intended to provide guidance to
date of travel. D Trg (A) will then seek in-country and moved to the HN. Costs are billed to the
Exercise Commanders (Ex Comd) so that they
clearance as required. Once in-country DTRG(A) OTX UIN. Once the ammo delivery
can engage in the OTX planning process at the
clearance has been granted, DTrg (A) will issue plan is known, the unit should provide the details
earliest opportunity. It allows the Ex Comd and
staff clearance and make the necessary travel to the British Embassy DA/ BLO for coordination.
their staff to prepare for the exercise by
arrangements. A Financial Instruction is issued • Freight. The unit should arrange for freight and
formulating training, logistic and movement
under separate cover by LF-Resources FDT E1. weapons to moved in accordance with the D Trg
requirements. Together with unit briefs and
• Staff Table. The DTrg (A) maximum authorised (A) instructions. Special care should be taken in
information gathered from PXRs, the instruction
exercise staff table, personnel and freight must planning of the movement of Wpns and DAC.
will provide the necessary detail to enable the
not to be exceeded. The unit is responsible for The costs are normally billed to the DTRG(A)
issue of unit exercise directives and instructions.
ensuring all specialist reinforcements (less those OTX UIN.
• It will name the exercise, give its authorised
augmented to the unit through DTrg (A) are • Vehicles: The unit will be allocated a staff table
duration, set the training levels to be achieved
found through the chain of command if not which will state the types and number of vehicles
and a security classification if required.
available from within the unit. The unit must authorised to be deployed on the exercise.
ensure it deploys with the correct level of medical During the recce further lift requirements will be
PLANNING SEQUENCE cover. discussed with the HN.
• Status of Forces. It is policy that a • Attachments. Additional support may be
Memorandum of Understanding (MOU) and required. The unit should seek advice from DTrg G1 – PERSONNEL
supporting Implementing Arrangement (IA) or (A) as to the requirements for such personnel as: • Detailed planning guidance will be issued by D
equivalent should be in place with each Nation o Local Resource Section Ammunition Trg (A). The Ex Comd during the recce will
where exercises and training are planned prior to Technician broaden the scope of detail, seeking where
any deployment. Of particular importance is o SASC Advisor appropriate, authority for such activities as AT,
clarity on issues of jurisdiction and Host Nation o Combat Medical Technician establishing the Sy situation, ,gaining direction
Support. POC is SO2 Plans Army International • Mounting. Mounting can either be road/ sea or from the DA about legal advice, discipline, drugs,
Branch, Army HQ - 94391 7938. by air. The method should be in accordance with dress, conduct etc.
• Unit Brief. A nominated unit should always seek the LFCTP . If by air, an ATF movement
a face to face meeting with D Trg (A) ITO to instructions will be issued by HQLF Log Sp Ops G2 – SECURITY
establish the frame work upon which they are to (Mov). The unit will be required to bid for ATF. • Security Threat. The Ex Comd is to refer to
build and limitations of the exercise. POC is SO2 • Movement Bid. The normal requirement is for LFSO 2010 (Revised Feb 05) when considering
MN D Trg (A) – 943812068 movement bids to be submitted using the FET security matters prior to deployment. They
• Reconnaissance. Unit allocations for recces format to HQLF Log Sp Ops (Mov), having should contact the local Regional Bde HQ early
are determined by Land Forces Directorate of passed through Div / Dist HQ movement staff, by in the planning process. They are to ensure that
Training Multi-National Cell (DTrgA). A typical no later than the 14th of the month, 3 months deploying troops are informed of the current
sub unit will be allocated 3 x spaces for the unit prior to the month in which movement is to occur. threat levels and react accordingly.
personnel, 1x SASC, and 1x Sp Comd Med. A • Pre-Advance Party / Rear Party. A Pre- • Equipment Loss. Units must report any loss or
recce should be conducted as soon as a date Advance Party / Rear Party may be authorised. compromise of protectively marked material,
can be worked out between the UK and the Host • Out of Phase Movement. Out of phase arms, ammunition or explosives in accordance
Country unit. Recce party costs are part of the movement is seldom permitted without the with Annex D to LFSO 2004[i]. If an INCREP is
overall exercise financial plan. advance permission of D Trg (A) (with the sent in accordance with LFSO 3202[ii] ensure G2
• One-Up Visitor. For most exercises a ‘One-Up’ staffs at Garrison, District and HQLF are included
visitor will be authorised. The purpose of the visit in the distribution
is primarily intended to confirm that the • Countries where Special Security Regulations
Apply (CSSRA). There is a mandated
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requirement to report all contact with nationals of its integral weapons, ammunition and controlled • Local Driving Conditions. Exercising troops may
CSSRA. JSP 440, Part 6, Section 4, Chapter stores. Consideration should also be given to the not drive HN vehicles. Where vehicles are
2[i], provides details. COs are required to requirements of having to deploy from the Ex commanded by exercising troops need an
appoint an officer to ensure that these details are area straight onto an operation. English version of HN speed limits and a
followed. vocabulary card. This is, as a minimum, to have
• Security of Arms. It is the responsibility of the Materiel and Service Support phonetic translations of the expressions ‘Slow
Ex Comd to issue written orders on the • Ammunition. Direction will be given on the Down’ and ‘Stop’. The above is part of the Ex
safeguarding of arms.. Attention is drawn to JSP resourcing chain. In country regulations for the Comd’s Risk Assessment.
440, Part 7, Section 7] and LFSO 2007]. These movement and storage of ammunition will be • Other support. Servicing, POL and domestic
orders are to be issued pre deployment. The Ex detailed in International Agreements such as fuels provision are normally a HN support issue
Comd should pay particular attention to the Memorandum Of Understanding (MOU) and which is covered in the MOU.
following: Implementing Arrangements (IAs) and are to be
o Control and recording of issue and receipt strictly adhered to. Once deployed, ammunition Accommodation
of arms. All registers are to be retained for may not move across national borders. • The exact provision of accommodation will be
six months from the date the exercise ends. • Demands. The unit will submit ammunition laid down in the MOU / IA. Funding will be
o The responsibility of individuals for the demands in accordance with LANDSO 4414. allocated for Night Subsistence, Day Subsistence
security of weapons issued to them. Demands are then forwarded directly to HQ and IE (Overseas) in order to accommodate the
o The arrival and immediate pre-departure LAND UAMS a minimum of 90 days prior to the Advance Party, Rear Party and ATLOs
phases of the exercise as being the most exercise deployment. • The Ex Comd will need to be rigorous in the
vulnerable periods. • Exercise Ammunition Account. All ammunition application of fire precautions and the use of
• Reporting of Incidents and Matters of Public accounting is to be conducted in accordance with safety equipment. This is particularly important
Interest. It is the responsibility of the Ex Comd JSP 886 Vol 4 Parts 1 and 2. On return from the when living in tents.
to ensure that incidents occurring on OTX are OTX, the unit is required to complete the UAMS
reported in accordance with LFSO 3202, must be Form SR2(O) (Annex D to LANDSO 4414) to Feeding
taken on the OTX. Paras 5 and 6 list the allow HQ LAND UAMS to close the ammunition Arrangements for the provision of food will be laid down in
addressees to whom the INCREP is to be sent. loop. Careful management is required of the MOU / IA. Where the HN is contracted to supply
The INCREP is to be sent by immediate signal expenditure, storage, local or temporary cooked meals on a reimbursement basis the food may be
and must include the appropriate security restrictions particularly for Ex critical natures, and of a standard comparable to that provided to HN troops
classification. This INCREP is required in salvage. which may be different to that provided in the UK
addition to any action required to comply with
JSP 751 – Casualty & Compassionate Policy & Ammunition Incidents Services
Procedures] (NOTICAS, etc). • In the event of an ammunition incident (or near • Laundry. Dependant on the exercise duration
miss) the Close Support Ammunition Technician laundry contracts may be let or local labour
(if deployed) should be engaged at the first employed to deliver.
G3 - MEDIA OPS opportunity, the detail of the incident should then • Postal Arrangements. It is not recommended
• The Ex Comd is to liaise with Media Ops, HQLF be passed to the 24hr Ammunition Incident Hot that a temporary BFPO address be set up for
prior to mounting the exercise. The Ex Comd Line at Joint Services EOD Operations Centre at exercises that last two weeks or less. Further
should consider as a minimum the appointment Didcot (0044 1235 819191), if no Ammunition advice on the requirement will be found with D
of a Press Officer. Technician has been deployed they will be able Trg (A)
to provide 24hr advice. If this ammunition incident Weapons
G4 – LOGISTICS results in death or serious injury of a deployed • A unit will take those weapons required for the
General individual(s) then the Land Accident Investigation exercise together with spares and specialist tools
• Normally the unit will receive HN Support (HNS) Team (LAIT) will also be required to attend. as appropriate (for some reciprocal and Engineer
including transportation, accommodation, Transport construction exercises units should not deploy
feeding, laundry and medical services. On • Consider the need for and use of hired transport with weapons, guidance will be sought from
occasion however it may be necessary to create and the correct training and authorisation of DTrgA).
facilities, organise rations, water, lift, create drivers. All vehicle movements should be in • Personal Weapons. Personal weapons taken
ranges and set in place robust MEDEVAC accordance with HN policy. on aircraft will be bundled as laid down in the Air
contingences. The unit will normally deploy with Movement Instruction (some HNs require
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weapons to be boxed not bundled - refer to the sent to the DA copied to DTrgA and the G7 TRAINING.
MOU / IA). Personal weapons do not count Directorate of Safety and Claims in the MOD. Detailed additional information is at Appendix 2 to this
against unit freight allowances. Annex.
• Privately Owned Weapons. Privately owned PERSONNEL MATTERS.
weapons are not to be taken on the exercise. Planning should include detailed consideration of the G8 – RESOURCES AND FINANCE
• Weapon Containers. Weapon containers are following. • Movement from the UK point of exit to overseas
obtained from pool holdings in accordance with • Personal Insurance. areas and return is undertaken by the Air
LANDSO 4407. • Adventurous/Challenge Activities.. Transport Fleet and is funded by DTMA. DTrg
• SASC. The SASC provide technical advice on • CASUALTY / COMPASSIONATE Procedures. (A) may provide funding for Civil Air if military AT
all aspects of training with small arms. Units • Compassionate Leave. is not available.
should consider the support available from the • All movement to the point of exit and return to
SASC to their OTX. Bids for SASC LEGAL/DISCIPLINE barracks from point of return is a
representation will be through D Trg (A). • Legal Advice. Divisional/District responsibility. DTrg (A) will
• Discipline.. The Ex Comd is responsible for fund the move of weapons, ammunition, and
Equipment/Stores keeping the embassy informed of any disciplinary freight toto the HN.
• Radios. The unit will deploy with all military matter which may affect the HN, or the UK • For DTrg (A) sponsored exercises and recces
communications equipment, including ancillaries relationship with GEO, as soon as they occur. which appear in the LFCTP, the DTrg (A) OTX
and spares, required for the exercise. • Drugs. budget funds all the principle costs. The
Cryptographic material should not to be taken. • Alcohol Misuse. mounting instruction will show the detailed
• General Ordnance Stores. Where required with • Absentees. In addition to normal UK action, the breakdown and responsibilities.
justification DTrg (A) may allocate funding for the DA and HQ LAND are to be informed of any
hire / purchase of minor items of General absentees. SPECIAL INSTRUCTIONS.
Ordnance stores. • Dress.. • Local Purchase Authority and Financial
• Loan Pool Stores. Procedures for the issue of • Local Community. Delegation. Funds will be allocated from the HQ
loan pool stores are contained in LANDSO 4407. • Prostitution. For exercises or operations in DTrg(A) OTX Cost Centre in a separate financial
Particular attention should be made to the areas of risk, medical briefings should be given to instruction for the reimbursement of HN costs as
timeframe for bids. personnel prior to deployment stressing the risks described in the MOU / IA. The majority of costs
• Maps. The HN will be asked to provide maps in of sexual activity with prostitutes. will be directly reimbursed to the HN MOD by LF
support of the exercise. Additional maps may be • Police. Liaison with local Civil and Military Police Resources FDT HLB E1 on presentation of
demanded in accordance with LANDSO should take place on arrival. invoices following the conclusion of the exercise.
1102.Note that maps may be restricted Procedures for financial delegation and local
documents in the HN - any maps issued to the PUBLIC RELATIONS. purchase authority will be are located in the
unit may have to be returned before recovery. • Units are to conduct briefings to all ranks on the mounting instruction.
The Ex Comd is to ensure that maps are dangers of voicing personal opinions and/or
carefully accounted for. giving negative statements to the media on EXERCISE REPORTS.
• Stationary. Units should take a scaling of Government or Military policy. • Initial Assessment. The Ex Comd s provides a
stationery items as freight. short email summary to DTrg (A) and their unit's
• Losses. All losses and damages caused to G6 – COMMUNICATIONS. formation headquarters with an initial
equipment or buildings signed over to exercising • Frequencies. Radio Frequencies will be assessment of the exercise within 72 hours of
units, should be investigated by the Ex Comd. allocated by the HN .The unit should apply for the Main Body arriving back in the UK. The
Any submission for write-off action should o be frequencies well in advance of the OTX . report should raise any outstanding problems
staffed to the next higher authority in the unit’s • Rear Link. The unit will establish a rear link to that need attention prior to the submission of the
Chain of Command. A report of write-offs should the UK. A suitable international telephone and full PXR.
be included in the PXR. fax facility will be funded by DTrg (A) when • Full PXR. The Ex Comd will submit a full PXR to
required. Further requirements will be directed DTrg (A), through their unit's formation
CLAIMS by D Trg (A) as will the funding of cellphones if headquarters, within fourteen (14) days of the
• Military claims, other than barrack damages, are no other suitable means is available to Main Body arriving back in the UK. The format
not to be paid. Any communication should be communicate with the UK. for the PXR is an Annex of the mounting
instruction. The report is to be brief, factual and
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constructive. The Chain of Command is to add
comment, where appropriate, and forward the
reports to DTrg (A) for action.
• Medical PXR.
• Financial Expenditure Return. The Ex Comd is
to ensure that the Financial Expenditure Return
has been completed and returned to LF
Resources FDT HLB E1 within 21 days.
• Adventurous Training Return.
• Letters of Thanks.
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ORGANISING AND CONDUCTING OVERSEAS
TRAINING EXERCISES & FOREIGN MILITARY
provided in Training Validation, and in the Systems DGAMS Policy Letter 34/05, dated 08 Nov 05,
EXERCISES (OTX/FMX) – EXECUTION
Approach to training. where ranges are termed Temporary Ranges
(TRAINING POINTS) • Scope of Training. The scope of training should Overseas and they will be used more frequently
be in accordance with the OTX Training Directive. than once a year or twice within 3 years, then MOD
Plans for Adventure Training (Adv Trg) and stand- Forms 904 and 905 must be completed. It is the
G7 – TRAINING down are to be cleared with the DA and are to be Ex Comd's responsibility to ensure that only those
• Training Direction. The UK guiding principle for supervised by properly qualified instructors. The weapons and natures listed on the relevant MOD
multinational exercises is ‘To undertake only those overarching ref doc for all Adv Trg is AGAI Vol 1 Form 904 are fired on the range to which the form
additional activities that meet our own training Chap 11. applies. If the range is not to be used more
objectives in developing warfighting capability, or • Training Areas and Facilities. Where available, frequently then once a year or twice within 3 years,
satisfy our commitment to coalition/MN training. the unit should obtain a copy of the local Standing then there is no requirement for the range to be
This principle, noting the political dimension, should Orders during unit recces. All Training Facility formally registered, only a notification to the
be that such activity delivers an output of benefit to requirements are to be identified during the recce Defence Land Ranges Safety Committee that a
the army assets involved.’ Therefore all OTX process so that costs may be negotiated and range is to be used is required (see Annex A,
should be linked into the normal round of training details included in the MOU / IA. The unit must Appendix 7 for the appropriate form). Range
activity required to deliver Force Elements at assess the facilities available and weigh both the Orders and a Risk Assessment are to be produced.
Readiness (FE@R). A Training Directive for the training value and duty of care requirements they Overall responsibility for range safety remains with
exercise is to be produced by the superior provide. the Ex Comd. Dependent on the nature of the
commander/ formation and copied to DTrg (A). • Safety. The Ex Comd is responsible for the safety ranges being used an SASC representative can be
This document should direct the exercising unit to of exercising troops and as such must complete a sought through DTrg (A) for the exercise.
achieve a minimum of CT 1 (platoon) proficiency Risk Assessment for the OTX[1]. Further guidance
within a CT2 (company) level exercise and is to be on this can be found LSFOs and in JSP 375, Vol 2, • Range Safety.
drawn up in terms of the tasks and conditions Leaflet 11 (A Commanders Guide to Health, Safety o ECBA. CinC LAND has directed that
drawn from the MTL(L) It should also include and Environmental Risk Management). In the event ECBA is worn for all LFTT unless
generic aims and objectives for joint and multi- of an incident involving a fatality or potential fatality dispensation is given by the relevant 2
national training and will be subject to the specific the Land Accident and Investigation Team (LAIT) is Star HQ.
training requirements of the unit. to be called in to investigate the incident at the o Non Service Pattern Light Weapons
• Training Objectives. On receipt of the Training earliest opportunity - such action will be co- (NSPLW). If unit trg involves the firing of
Directive, the unit must develop Training Objectives ordinated by DTrgA. The LAIT Tasks and NSPLW the following action is required:
(TO) based on Land Command MTLs any Special Objectives will be covered in the mounting o TAG (UK) staff are to attend recce (just
To Arm direction provided by the CoC. TOs should instruction along with the LAIT Aide Memoire. one) and confirm the Range is up to UK
be prepared prior to the deployment on the standards.
Exercise Recce/ Planning Conference and copied TRAINING RESTRICTIONS o TAG (UK) is to train Unit Instr(s) on
to DTrg (A). The TOs, once endorsed by DTrg (A0, • It is the Ex Comd's responsibility to ensure that all weapon system (and provide weapons
should be used to develop the scope of training Live Firing training is supervised by properly for that trg).
and HN facilities. It is imperative that every training qualified instructors and carried out in accordance o Unit Instr(s) are to carry out ‘Train the
activity (including OTXs) is designed and with Infantry Training Vol 4 Pam 21, Standing Trainer’ package in unit.
maximised to contribute to a force elements Orders and all other relevant military publications. o A 2* is to authorise the activity (being
preparation for contingent and planned operations. The Ex Comd is to be in possession of, and comply assured that appropriate trg has been
• Validation and Command Evaluation of with, JSP 403 and LFSO 1405 - Ranges, Training accomplished).
Training. During the “One-Up” visit of the superior Areas and Exercise Risk Assessments. The Ex o Full details can be found in Section 7 of
commander, the OTX must be evaluated and the Comd is to carry out a Ex Risk Assessment before PAM 21
Collective Training level achieved declared. The the commencement of training.
PXR must incorporate a summary of the • Ranges. In accordance with paras 0634 and 0637
achievement of CT level and TOs. Direction will be of JSP 403 and the most recent policy hletter,
6-H-2-1
Contents
APPENDIX 2 TO
ANNEX H TO
CHAPTER 6
FOREIGN MILITARY FORCES INTEGRATED
TRAINING
• As part of the OTX a UK military unit maybe OTX, full information on which will be contained in Preparation and Generation activities and
required to conduct integrated training with the HN. the mounting instruction. Units are also to be aware associated resources to support sustainable
The Safe System of Training (SST) must be that their young drivers (males aged between 17– FE@R. The exercising remains responsible for
applied to ensure that the training risk is As Low as 24 and in their first two years of driving are their Post Event Reporting (actuals) which must be
Reasonably Practicable (ALARP). The elements of statistically the most at risk) will be even more completed within 30 days of the end of the Ex
the SST are below with further advice available vulnerable in an unfamiliar country. Additionally, activity.
from HQ SASC, and PAM 21 the use of PNVGs for night driving has not been • The Aitkin Report. The Aitken report identified a
• Safe People (UK Exercising Troops). authorised and must not be used for this purpose. series of deficiencies in the Army’s preparation and
• Safe People (Foreign Exercising Troops). • CASEVAC Cover. Direction on the Provision of training for treatment of combatants and non-
• Safe Practice. Medical Support to OTXs is contained in the combatants in the battlespace. Accordingly
• Safe Place. mounting instruction. The Ex Comd is to be direction has been given to ensure that Adaptive
• Safe Weapons and Equipment. satisfied that a reliable and adequate CASEVAC Foundation (AF) exercises address these areas of
• Safe Ammunition. system is in place at all times and that the system deficiency. Exercising troops’ knowledge and
• BATSIM. BATSIMs may be used if Range Standing has been practised before the commencement of application of the regulations governing the
Orders permit, but must follow all safety regulations live firing. The CASEVAC system must be treatment of combatants and non-combatants
laid down in Pam 21. approved by the relevant Competent Military within the battlespace is to be considered within the
• Ammunition Safety. Prior to commencing training, Authority (CMA) in accordance with the mounting exercise. Core guidance is contained within MATT
all exercising troops are to attend an in-country instruction. 6[i], JDP 1-10 and Values and Standards of the
brief that shows all ammunition natures to be used, • Heat Injury. The Ex Comd is to ensure that British Army. Key training Areas to consider are:
explains their dangers and includes a practical measures are in place to minimise the risk of heat treatment of civilians, treatment of criminal activity
demonstration by the Ammunition Technician or injury. Attention is drawn to JSP 539. All cases of and insurgents, arrest, detention and tactical
suitably qualified RE personnel. heat related injury are to be reported in accordance questioning, detainee handling and LOAC trg. Key
• Water Safety. It is essential that commanders are with this JSP. issues within these Trg areas which need to be
aware of all personnel who are weak or non- • Availability of Training Resources. An area of considered are: Abuse, Inhumane treatment, War
swimmers. They are to be given remedial misunderstanding is over the availability of training Crimes, Wall standing, Hooding, Subjection to
swimming training and are not to undertake water- resources. The bilateral Memorandum of noise, Sleep deprivation, Deprivation of food and
based activities during military training or Adv Trg Understanding (MOU)/ Implementing/ Technical drink, Responsibilities as the sole agent of law and
until competent to do so. All soldiers must pass the Arrangement (IA/TA) where applicable remain the order and Exercising the powers of an Army of
Military Swimming Test (MST) or Combat authoritative documents throughout the exercise. Occupation.
Swimming Test (CST) prior to undertaking water Where additional facilities are required, written
training. AGAIs Vol 1, Chap 18 is the authoritative confirmation of the facilities to be used and costs
document regarding safety precautions for water involved are to be confirmed by both the exercising
activities. It applies both to military training unit and the HN in advance.
activities and Adv Trg. Any activity involving water • Where additional costs result, DTrg (A) is to
must be correctly supervised, resourced and approve the increase in advance. Where a failure
rehearsed in order that all participants are familiar by the HN to provide a service occurs, the unit
with the drills expected of them. should make every effort to resolve the situation
• Vehicle Operation and Driving Standards. amicably locally. The DA is to be informed in every
Road Traffic Accidents (RTA) remain the largest instance.
single cause of accidental death and injury to • BLENHEIM. The activities associated with FORM
Service personnel. The majority of deaths and must be appropriately resourced with the correct
injuries on OTX are caused by RTAs. Units are to manpower, equipment, commodities (including
ensure that their drivers and commanders are fully ammunition and training areas) and finances to
and properly prepared for the driving conditions achieve the necessary FE@R. Blenheim is used
and regulations that they will come across on the as the primary tool to capture all LF Force
6-H-2-2
Contents
ANNEX I TO
CHAPTER 6 TO
AFM VOL 1 PT 7
REFERENCE DOCUMENTS
TO ASSIST IN PLANNING AND CONDUCTING
TRAINING
Code Title Subject
(a) (b) (c)
JSP 403 Handbook of Defence Land Ranges Range Safety Notices (RSN)
Vol 1-4 Safety Range Safety Policy Letters (RSPL)
Range Advice Notices (RAN)
JSP907 Catalogue of Training Estate This JSP provides details of the
composition of the defence training
estate, its training facilities, training
priorities and allocation policy, the
bidding procedure, the planning
sequence and the service users can
expect.
DII/DTE Training Area User Guides and Standing Mandatory reading for all users of all
Orders for Ranges and Training Areas parts of the Defence Training Estate.
Described by DTE Region.
AC71855 Pamphlet 21. Regulations for Training with This pamphlet is for use by trained
AFVs, Inf WS, and Pyrotechnics personnel who are qualified to plan,
conduct or authorised to supervise
training with Infantry Weapon Systems
(Inf WS) and Armoured Fighting
Vehicles (AFV)
Military Annual Training Tests (MATTS) Describes the 9 compulsory annual
and Workplace Induction Programmes train tests, the Annual Combat
(WIPs). Marksmanship Test (ACMT) and the 5
areas of coverage required in a unit
induction programme
AC Army Operational Shooting Policy (AOSP) The purpose of the AOSP is to detail a
71810,71850,71852 Vol 1-3 progressive regime of shoots designed
to introduce novice firers to shooting, to
build their confidence and skills and
then to train the battle shot for likely
operational tasks.
AC71035 Regulations for Planning, Control, This publication lays down the
Conduct, and Safety for Firing Practices Accepted Code of Practice (ACOP)
necessary for the safe planning,
control, and conduct of artillery firing
practices and is to be applied
worldwide on land ranges which the UK
MOD owns, uses, or is otherwise
responsible for.
JSP 919 Joint Fires Safety Policy JSP 919 articulates the UK policy for
Joint Fires safety training
6-I-1
Contents
(a) (b) (c)

Uncoded How The ARRC Trains This publication sets out how HQ
ARRC trains. It considers the
readiness and capability requirements
which drive training, the key elements
of NATO training policy and the
specific factors affecting training for
NATO operations. The chapter also
examines HQ ARRC’s training
relationships within NATO and the UK,
and describes the organisation and
role of the Exercise Planning Staff
(EPS).
AC 71827 The Dismounted Close Combat Explains the use of and how to
Trainer maximise the potential of this unit
based adaptable simulation system.
AC 71158 Coaching Aide-Memoire For instructors developing the battle

shot.
AC71717 Pamphlet 2. Fieldcraft, Battle Lessons The pamphlet has two aims:
and Exercises. 1. To be a reference book with
practical advice on Fieldcraft.
2. To provide basic lesson plans and
notes for instructors from all Arms and
Services to use when teaching field
skills.
AC71276 Standing Orders for the Safety of Crews
of AFVs
Uncoded DCC,MCC Provisional and UOR Covers lesson plans and TTP for a
publications wide range of weapons and
equipments procured to support recent
and current operations.
AC71664 ME Pamphlet 7C. Watermanship Information to assist RE and other
Arms to operate craft in inland and
coastal waters and water safety.
AC71670 ME Pamphlet 4 and 4A. Demolitions 1. Instruction in safe and efficient use
AC71685 and All Arms Battle Noise Simulation of explosives by RE and specially
trained personnel of other arms.
2. Instruction for All Arms in safe and
efficient use of battle noise simulation.
LFSO 1118 Land Forces Standing Order The purpose of the land environment
No 1118 lessons process is to identify best
(Fifth Revise) practice, highlight shortfalls in
Learning Lessons In the capability, initiate and track to
Land Environment conclusion action to make
improvements across all lines of
development, and to disseminate
results in order to improve both
performance on operations and force
development across the land
environment.
6-I-2
Contents
JSP 375 Vol 2 Leaflet 11 Risk Management This leaflet is concerned with
assisting commanders with
managing the balance between
the risks faced and the benefits
that may accrue, and indicates
how they must integrate risk
management into their planning
and estimates
A Comds Guide to Safety and Risk Management The Commanders’ Guide to
Environmental Risk Ed 5 Dated Safety and Environmental Risk
Jun 2010 Management is intended to
assist commanders understand
their safety and environmental
responsibilities. It is not a
substitute for legislation or
detailed administrative
instructions, rather the intention
is to give commanders the
necessary knowledge and
confidence to manage risks in
order to enable activities, while
at the same time protecting their
personnel and the environment.
LFSO 3216 The Organisation and Sets out the O&A for Land Forces
Arrangements for Safety in Land Safety.
Forces
6-I-3
Contents
6-I-4
Contents
GLOSSARY
After Action Review. An interactive coaching session, using objective evidence to

provide feedback to participants on their individual and collective performance; in order
that they can implement the necessary changes to deliver an improvement in
performance. (Provisional)
Blended Learning. An appropriate mix of methods and media including both traditional
means such as face to face in a classroom and the use of learning technologies. A
blended learning solution combines educational and training methods, media and
environments to increase learning effectiveness and efficiency to meet specific training
and education needs. These solutions can then be considered and prioritised within
practical constraints such as cost, time, political and legal. (JSP 822, Part 2, Training &
Education Glossary, Issue 1, dated Jan 12)
Collective Training. The training of two or more individuals, building to sub units, units
and formations in the conduct of tactical operations. It comprises 4 of the 5 categories of
training: team, special to arm, combined arms and command and staff training.
(Provisional)
Combined Arms Training. Collective training of two or more arms together such as
infantry, armour, aviation, artillery and engineers. It usually takes place a sub unit level
and above. It provides the immediate context for special to arms training. (Provisional)
Command Training. The training of commanders at all levels, to include, where

appropriate, the staff and other elements of the command team. The training of
commanders at each stage in a training progression must be afford a high priority and is
likely to have a significant influence on other training. (Provisional)
Command Opportunity. A training event in which the student commander is afforded the
opportunity to: analyze a problem, develop a plan, deliver orders, command the execution
of the task and receive an AAR of individual and collective performance. (Provisional)
Controlling Training. Training is controlled in two respects. Firstly there needs to be

control of training over an entire readiness cycle, resulting in routine refinement of the
training design. Secondly individual training events must be controlled to ensure safe and
effective training. (Provisional)
Designing Training. Training design is the process which derives achievable objectives
and training solutions from the products of needs analysis1. Where a unit or formation
training programme is concerned, training design should result in objectives and resources
set against activities over a readiness cycle. (Provisional)
Distributed Learning. Learning that is conducted away from the organisation responsible
for the development, maintenance and management of the training and education. It may
be based on individual materials, instructor-led packages or a course conducted at a
number of locations. (JSP 822, Part 2, Training & Education Glossary, Issue 1, dated Jan
12)
1
JSP 822, Part 2, Training and Education Glossary.
i
Contents
Enabling Objective. Enabling Objectives are a lower level objective the attainment of a
set of which implies the attainment of a Training Objective. In common with Training
Objectives they comprise Performance, Conditions and Standards. (JSP 822, Part 2,
Training & Education Glossary, Issue 1, dated Jan 12)
Exercise Controller. The exercise controller is the exercise director’s principal staff
officer, responsible for the managing the control organisation. (Provisional)
Exercise Director. The exercise director is the officer responsible of the planning and
conduct of the training event and is likely to be the unit commander or the appropriate
higher formation commander. (Provisional)
Exercise Planner. The exercise planner is the staff officer responsible to the exercise
director for the planning of the event. (Provisional)
Force Generation. The activities required to produce forces ready for a particular
operation or campaign. (Army Doctrine Publication Operations, Nov 10)
Force Preparation. The continuous process of manning, equipping, training and

sustaining the Army for operations in general. (Army Doctrine Publication Operations, Nov
10)
Foundation Training (FT). A period of individual and collective training that allows units
to achieve tactical competence on core equipments, usually culminating in combined arms
field training exercise. (Provisional)
Individual Training. The education and training that enables an individual to perform his
or her job. (Provisional)
Joint. Adjective used to describe activities, operations and organizations in which

elements of at least two services participate. (AAP-06, NATO Glossary of Terms and
Definitions, Edition 2012, Version 2)
Leadership (in British Army). Effective leadership in the British Army is characterised by
the projection of personality and purpose onto people and situations in order to prevail in
the most demanding circumstances. (Developing Leaders – A Sandhurst Guide, Pilot
Version, Easter 2012)
Mission Specific Training (MST). Mission specific training builds upon foundation
training comprises additional individual and collective training to generate a unit for a
specified operation with representative ORBAT, different or UOR equipments, structures,
processes and adapted procedures. It can be undertaken prior to an operational
deployment, during the deployment and at appropriate instances, once committed to an
operation. (Provisional)
Modular Training. Training based on the concept of building up skills, knowledge and
attitudes in self-contained elements as needed by the trainee. Each module is based on a
skill or group of skills which analysis shows to be a unit in the job situation. (JSP 822, Part
2, Training & Education Glossary, Issue 1, dated Jan 12)
Observer/Controller (O/C). Having established a trusted relationship with commanders,

the task of the Observer/Controller is to observe the training audience, exercise such
ii
Contents
control as is necessary to ensure safe training and gather objective evidence, in order to
improve the practical application of tactical doctrine, through AARs at sub unit, BG and
formation level. (Provisional)
Observer/Mentor (O/M). Having established a trusted relationship with commanders, the

task of an Observer/Mentor is to observe the training audience, when necessary provide
advice (based upon experience and a thorough understand of doctrine) and if necessary
control exercise play. In addition the Observer/Mentor is to gather objective evidence, in
order to improve the practical application of tactical doctrine, through AARs at sub unit, BG
and formation level. (Provisional)
Operational Risk. Operational risk is the chance that an operation will fail to achieve its
mission. (Provisional)
Planning Training. Planning training is the process by which objectives and resources
set against an activity in a readiness cycle, are developed into an executable plan for the
delivery, validation and exploitation of training. (Provisional)
Pre-employment Training (PET). Pre Employment Training comprises Phase 3 training

necessary to prepare personnel for a particular job/appointment/employment. (JSP 822,
Part 2, Training & Education Glossary, Issue 1, dated Jan 12)
Risk. Risk is defined as an uncertain event or set of events which, should it occur, will
have an effect on the achievement of objectives. (JSP 892, Risk Management)
Safety Risk. Safety risk is the risk of death or injury to those participating in or in the
vicinity of an activity. (Provisional)
Seminar. A small group activity to discuss and research a topic. (Provisional)
Simulation. A means of reproducing, in a specially created environment, a representation

of the real working conditions to enable a trainee to acquire and practice with minimal risk
some of the skills, knowledge and attitudes required in their job. Simulation does NOT
have to involve technology. It can include simulating the real job through role plays and
following tasks and processes in a controlled environment such as the classroom. (JSP
822, Part 2, Training & Education Glossary, Issue 1, dated Jan 12)
Special to Arm Training. Collective training on a functional or single arm basis. It

provides the immediate context for team training. (Provisional)
Team Training. The training carried out by the crew of a vehicle, weapon system or other
function in which each individual carries out different but complementary tasks; the result
being group proficiency, which no individual alone can achieve. (Provisional)
Training Governance. Training Governance is the process through which the decisions
that determine the longterm strategy, direction and organisation of Training and Education
across Defence are made. Training Governance provides the framework through which
training organisations are accountable for continually improving the quality of their
provision to meet operational/business requirements. (JSP 822, Part 2, Training &
Education Glossary, Issue 1, dated Jan 12)
iii
Contents
Training Evaluation. Evaluation is the process of making a judgement as to the worth or

value of training and education. It examines the impact of training and education policies,
assessing what has been achieved, the effectiveness of the policies and whether this has
contributed to the achievement of goals and targets. A specific subset of evaluation is the
process of validation, which examines whether or not the processes and products of
training meet Defence/single Service requirements. Validation is divided into Internal
Validation and External Validation. (JSP 822, Part 2, Training & Education Glossary, Issue
1, dated Jan 12)
Training Objective. Training Objectives are precise statements of what a trainee should
be able to do after Training. A Training Objective is measurable and has three constituent
parts; the Performance (what the training audience has to do) required, the Conditions
under which the trainee must perform and the Standard (the criterion of successful
achievement) to which the trainee must perform. (JSP 822, Part 2, Training & Education
Glossary, Issue 1, dated Jan 12)
Training Optimisation. Training Optimisation (TO) is a framework for improving the

efficiency and effectiveness of training and education, so that the operational outputs of
Defence continue to be world class.
Training Risk. Training risk is a shortfall in training of a given force element compared
with the requirement. (Provisional)
iv
Contents
Contents
AFM VOL 1 PART 7 TRAINING

ARMY FIELD MANUAL VOLUME 1 PART 7
TRAINING
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What is the purpose and scope of this field manual?

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Contents

AFM VOL 1 PART 7 TRAINING

Prepared under the

British Army Field Manual

Army Code 71630

HQ Director Land Warfare

Amendment Number Signature Date

ARMY FIELD MANUAL VOLUME 1 PART 7 - TRAINING

PART A – PRINCIPLES OF TRAINING

CHAPTER 1 – BACKGROUND TO TRAINING 1-1

Section 1 – Aim and Purpose of Training 1-1

CHAPTER 2 – ENABLING TRAINING 2-1

Section 1 – Determining the Training Need 2-1

CHAPTER 3 – DESIGNING, PLANNING AND CONTROLLING TRAINING 3-1

Section 1 - Introduction 3-1

Annex A – Training Directive Framework 3-A-1

PART B – IMPLEMENTATION OF TRAINING

CHAPTER 4 – INDIVIDUAL TRAINING 4-1

Section 1 - Introduction 4-1

Annex A – Individual Training Techniques 4-A-1

CHAPTER 5 – COLLECTIVE TRAINING 5-1

Section 1 - Introduction 5-1

Annex A – Collective Training Methods 5-A-1

CHAPTER 6 – ENABLING GUIDES AND REFERENCES

Annex A – Organising a Study Period 6-A-1

Chapter Three describes how training is designed, planned and controlled. A

Chapter Four explains the importance and governing principles of individual

Chapter Five describes how collective training is delivered, commencing with

THE PRINCIPLES OF TRAINING

TRAINING IS A FUNCTION OF COMMAND

TRAINING IS A CONTINUOUS AND PROGRESSIVE

TRAINING MUST BE RELEVANT

TRAINING MUST BE CHALLENGING AND

TRAINING MUST BE REALISTIC

TRAINING MUST HAVE AN AIM AND OBJECTIVES

TRAINING AND TRAINING METHODS MUST BE

TRAINING MUST REFLECT OPERATIONAL

TRAINING MUST BE PERMISSIVE OF ERROR

TRAINING MUST BE APPROPRIATELY SAFE

TRAINING MUST BE EXPLOITED

PART A – PRINCIPLES OF TRAINING

CHAPTER 1 - BACKGROUND TO TRAINING

Section 1 – The Aim and Purpose of Training

Theodore Roosevelt, 1902

0101. Purpose of Armed Forces. The CONTENT

General Dwight D Eisenhower, Crusade in Europe

0104. Importance of Training. In many professions training can be a relatively minor

a. Shaping Expectations. Training is normative; the situations encountered in

b. Driving and Confirming Change. Training is a force development tool. When

c. International Relationships and Deterrence. Training overseas or hosting

d. Challenge and Satisfaction. Training should challenge and develop

0106. Force Preparation and Force Generation. Force preparation is the

0107. Combined, Joint, Intra-Governmental, Inter-Agency and Multi-National

Fig A-1-1 The LABG Conducts Joint Training

Section 2 – Principles of Training