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Unit Training: Planning for Lane Training Exercises
or Situational Training Exercises

DISCUSSION

A staff can develop Napoleonic- like plans, but if the units at company level or below cannot execute the plan, it just does not matter. With today's increasing Operational TEMPO (OPTEMPO) and decreasing size of the U.S. Army, the ability to train a unit properly is becoming more of a leadership challenge. Whether the unit is combat arms, combat support, or combat service support, small-level unit training must be done to properly prepare soldiers for all the potential contingencies they could face. The units must create training opportunities for themselves and, when given the chance, conduct the best training possible. Leaders must plan and conduct training as if it were a combat operation. Leaders must be able to overcome obstacles and think "out of the box." Taking care of soldiers means preparing and properly training them to perform their wartime mission and to stay alive.

This article provides a brief general overview of the different techniques and methods used in conducting lane training exercises (LTXs) or situation training exercises (STXs) using applicable doctrine and some observations. This article will primarily focus on the planning, execution, training, and use of the after-action review (AAR). Some of the techniques come from the doctrinal manuals on training: FM 25-101, Battle-Focused Training; TC 25-10, A Leader's Guide to Lane Training; TC 25-20, A Leader's Guide to After-Action Review; and TC 25-30, A Leader's Guide to Company Training Meeting.

PLANNING

Before conducting any training, the unit leaders need to consider the following:

What task do I want to train?
What am I trying to achieve in my training?
What is the standard of training I want to meet?
How long can I train?
What supplies do I need and/or have on hand?

The number one factor in determining what a unit trains is the unit's mission essential task list (METL) and, specifically, the tasks the commander or leader believes requires training. There are numerous ways a commander or leader develops a METL and then a training priority based on that METL. This is covered in detail in Chapter Two, "Mission-Essential Task List Development," FM 25-101, Battle-Focused Training. But there are other factors a leader should consider in determining the type of training a unit conducts: the skill level of the soldiers in the unit, the time available to train, the resources available, and the skill level of the trainers. Training must be to set standards established by the Army doctrine and the unit's standing operationing procedures (SOPs). For new tasks, leaders need to set achievable and realistic goals. When developing the training plan for LTX or STX, the goal and objective of the training event must be understood by the leadership, the trainers, and the participants. All should ensure the training stays on track with what needs to be achieved. If time to train on a specific task is limited, the unit should train on sub-tasks or task steps and performance measures. Training must be to standard, not time. For example, a platoon or squad wants to train on the task, "Clear Trench Line" (7-3/4-1114), and time is short. The leadership may want to focus just on task step number 3, "The assault squad leader orders the assault squad to conduct the assault." The leadership can even break it down further, if necessary, to a common task found in STP 21-1-SMCT, Soldier's Manual of Common Tasks.

• MAINTAINING FOCUS

  The unit conducting the training must stay on track with their planned training event. Their higher headquarters must "protect" the unit in training. An Army's unofficial philosophy seems to be "do more with less;" many units are feeling the effect of this increasing OPTEMPO and a decreasing number of personnel and resources. The battalion, company, or platoon leadership must plan for and develop contingencies for the ominously present "last minute tasking." Once training begins, the unit leadership must ensure the unit stays focused on the training. Flexibility in training is good as long as the changes do not alter the training objective or waste time.

  A technique to beat the "tasking monster" is to develop a training/support relationship with a like unit; for example, a squad in another platoon or company in the same or another battalion. If your unit plans to train on a certain day, this other unit will cover for any unexpected or planned tasking. It's the old "if you scratch my back, I'll scratch your back" concept. To make this technique work well, the units' higher headquarters must be aware of this mutual support, plus the coordination between the units must be made in advance of any training. A company commander can establish this type of relationship with a company in another battalion. In this circumstance both units can work together as they deploy to the field, and the payoff shows in the training proficiency of the soldiers as well as an overall increase in soldiers' morale.

• TRAINING TO STANDARDS

  Training must be conducted to standards. The unit should have a good tactical SOP prior to the event and train on those standards outlined in the unit's TACSOP. During this training, it must be understood that any new methods or improvements to a technique should be discussed and recorded during an AAR. Then the technique should be tried and evaluated. If the new method or technique is viable, it should be added to the TACSOP.

• THE GOAL OF TRAINING IS "TRAINING."

  Leaders need to determine their training objectives. If the objective is to teach soldiers a certain task, remember that lack of rest and food will degrade the soldier's ability and will to learn. The amount of rest required is based on the level of a soldier's competency on that task. Rest is critical during the "crawl and walk" phase of training. During the "run" phase of training, soldiers can and should train to combat standards. If the goal is to see how a unit performs under stress and combat conditions, which is a good evaluation tool, the ability for soldiers to learn and grasp new concepts will be affected.

• CRAWL, WALK, RUN

  The ideal way to run an LTX or STX lane is the "Crawl, Walk, and Run" technique as outlined in TC 25-10, Lane Training. It is a simple concept. In the "crawl" phase, the trainers teach the soldiers using maps, drawings, terrain models, sketches, or any other visual aids to show the "how" and "why" of the task plus any associated tactics, techniques, and procedures (TTPs). Then using the objective, the soldiers "walk" or conduct the task without an opposing force (OPFOR). This phase is under heavy observation by the trainers and O/Cs who provide guidance to the unit undergoing the training. An after-action review of the walk phase re-emphasizes the skills and TTPs of the task. The walk stage is like the rehearsal phase of a military operation, except this rehearsal is actually done on the objective. The final phase is the "run" phase where the unit conducts the task at full speed with an OPFOR opposing the unit. The unit should receive adequate time to conduct all preparations as they would for a real-world operation, especially team-level battle drills that should be rehearsed in the assembly area prior to the "run" phase. The trainers and O/Cs should observe the unit during this phase to provide feedback for the after-action review (AAR). After the task is completed, the unit and O/Cs should conduct an AAR that will outline the unit's strengths and weaknesses with the whole company. One-on-one AARs can be conducted with the leadership, officer to officer or NCO to NCO, but an AAR with the entire unit should always be done. It is amazing what insight a new young private can bring to an AAR that was overlooked by the most seasoned leaders. The unit's leadership and the trainers need to determine if the task was done to standard. If not, it will be done again. Based on how a unit completed the task, the unit may go to the "run" phase again or start at "crawl" phase. Upon completion of crawl-walk-run procedures, the trainer should be able to verify the task proficiency of all soldiers trained.

  JRTC hosted two Partners for Peace exercises at Fort Polk,LA. The first phase of each exercise was for the personnel at JRTC to conduct STX lanes on a specific peacekeeping task that would be required for the next phase of the operation, a major field training exercise (FTX). The STX training consisted of six different tasks. Each task had numerous subtasks. The training on the STX lane was conducted in phases. In the first phase, the instructors gave a class on a sub-task of the major event (the crawl phase). The students then took what they learned and performed the hands-on training of the task under the supervision of the instructor (the walk phase), who provided coaching to the unit. Since there were two or three subtasks involved in a task, all the portions of the task were taught prior to conducting the training on the task. The next step was to let the unit do a rehearsal of the task (the walk phase), again under the supervision of the trainers. The unit then received an after-action review on their performance. Once this was completed, the unit received an operation order and was told to execute the task. During this phase (the run phas), the unit conducted an operation. They faced OPFOR and civilians on the battlefield (COB), just as they would in a true combat scenario. Upon completion of the operation or training, the unit received an after-action review, and then, if time allowed, it went through the lane again. This training technique for running a STX was successfully conducted. A copy of the training slide and other information regarding Cooperative Nugget '95 is available at the Center for Army Lessons Learned. The publication is Situational Training Exercise, Partnership for Peace, Cooperative Nugget 95.

• TALK PHASE

  An additional phase, which could be referred to as the talk phase or what some call a "hot wash," takes place after the training is complete. It involves the leadership and the trainers. They discuss ways to improve the training lane and discuss new TTPs that may have been discovered or refute any new or old TTPs during the training.

  At a major training event at Fort Lewis,WA, late at night upon completion of the training day, the unit's leadership gathered to discuss methods of improving training, if any new ways of completing a task were noticed, as well as validating any old TTPs. This "hot wash" improved the training on a daily basis and provided excellent feedback to the leadership on the proficiency of their soldiers and units.

• EMPLOY THE OVER-TRAINING TECHNIQUE.

  Over-training is a training technique which uses task repetition to increase task proficiency; i.e., accuracy, speed of execution, and skill retention. Over-training is employed by having soldiers repeat task performance several times. For example, a unit may conduct several repetitions of an LTX (on one or more lanes) or perform the same task in several different LTXs (i.e., as a supporting task). After each time the task is completed, the unit must conduct an AAR. The leadership must realize there is a point in repetition training when the unit has trained on the task to the point it becomes non-productive. At this point, if the leaders want to continue training on this task, the soldiers have a break and rest, eat, and perform maintenance on their vehicles and weapons. After the break, the soldiers should be able to not only train on the task but also learn.

  A live-fire exercise incorporates the over-training technique with the crawl-walk-run technique. A unit is given a class on how the "task," for our purposes "Execute Attack (7-3/4-1100)" found in ARTEP 7-8-MTP, is conducted to standard beginning the"crawl" phase. The instructor"walks" the unit though the tasks. The unit then performs the task again with MILES. The unit will conduct the task over and over again until the trainers and personnel are very familiar with what is expected of them prior to conducting the task with live ammunition. This is a classic example of the Over-Training Technique. Depending on the unit's skill level and proficiency, this method can be used to train on other tasks.

• TRAIN AS IF IT'S FOR REAL.

  Units most focus on the "train-as-you-would-for-war" principle. This principle not only includes having soldiers wear the proper field uniform and camouflage on their faces, it also means units must consider other factors involved in a specific task or operation. This includes medical evacuation, communication, and logistics operations. Their higher headquarters should provide the unit with the same type of support and information, especially intelligence, that it would in a real world-scenario. The more detail an intelligence report, the more detailed and specific a leader can be in his IPB development for the operation. Reports should be collected and evaluated if the unit SOP requires them.

Additional issues leaders need to consider when planning for training include:

Maximizing the use of training time. Plan training so it has a definite start and end.
Designing short, standardized scenarios which focus on the most essential tasks.
Planning for over-training of a task (on different lanes) for each unit.
Planning for opportunity training.
Avoiding training detractors.
Avoiding wasting soldiers' time.

Below are some guidelines for preparing and planning for training. Most of the information comes from Chapter Five, " Preparing for Training," TC 25-30, Leader's Guide to Company Training Meetings, and TC 25-10, Leader's Guide to Lane Training.

GUIDANCE FOR TRAINERS

The proper execution of training is a difficult but rewarding process. Trainers should use a four-step process when preparing for training. These steps are: (1) prepare yourself, (2) prepare the resources, (3) prepare training support personnel, and (4) prepare the soldiers.

• PREPARE YOURSELF FOR TRAINING.

  Trainers must know how to perform the task being trained. This requires the trainer to master the task through study and practice. After mastering the actual task, trainers must rehearse the training exactly as it is to be presented. Before conducting training, trainers must know how to train others to perform the task. Good trainers ensure that training is performance oriented (hands-on). This means collecting enough training aids so that every soldier can practice.

• CERTIFYING LEADERS AND TRAINERS.

  The company commander must verify the training proficiency of leaders and trainers to the Army standard before they train their subordinates. Training and proficiency verification is a commander and leader responsibility. A key element in executing successful training is the preparation and certification of trainers and leaders. Time must be dedicated on the training schedule to train, rehearse, and certify leaders and trainers.

• PREPARE THE RESOURCES.

  Once a training event is scheduled, the trainer must arrange for training aids to support the training. When looking at training aids, the trainer takes the following actions:

  • Identify and request training aids, devices, simulators, and simulations (TADSSs).

  • Get the equipment and materials before the rehearsal.

  • Operate the equipment to become familiar with it and check it for completeness and functionality during the rehearsal.

  Use TADSS to enhance the realism of training. Adapt simulations for use in training to simulate the unit's operational missions or environments. Consider using pyrotechnics and tactical engagement simulations, such as the Multiple Integrated Laser Engagement System (MILES), to simulate combat or normal task performance conditions.

  Using MILES will require personnel to constantly zero their weapons. This will give the unit leadership a true sign of a soldier's marksmanship ability. The laser emitter on the weapons system, even if it is tightly secured, will become loose. Therefore, the weapon will not be properly zeroed and gives the OPFOR an unfair advantage.

  Leaders need to ask five questions when preparing to conduct MILES training.

  1. Are there enough batteries to support the operations?

  2. Do you have selected soldiers and leaders trained to troubleshoot the MILES equipment?

  3. Were MILES casualty cards handed out prior to the training? The cards should be placed in envelopes, and the distribution of the cards should be realistic. Handing everyone RTD (return to duty) cards is unrealistic. A recommended breakdown of the MILES card is 20 percent KIA (killed in action), 15 percent LU (litter urgent), 35 percent LP (litter priority), 15percent WIA (wounded in action), and 15 percent RTD. This percentage breakdown is the same used at JRTC.

  4. What rules govern the determination of what weapons system is capable of damaging and destroying a specific piece or type of equipmen? This needs clarification prior to the training. For example, a mine plow will be destroyed by three M-15 anti-tank mines. The fewer subjective calls the trainer or O/C has to make, the more realistic the training.

  5. Is time set aside for each MILES-equipped weapons system to be zeroed, checked, and accounted for at every opportunity?

• SMOKE OPERATIONS.

  When using smoke, the leaders, as well as the trainers, must be aware of safety considerations. Smoke can cause fires, and, if it becomes stagnated, can also cause smoke inhalation injuries. Inclusion of smoke operations must be done by the unit conducting operations, not by the trainers as a Hollywood effect.

PREPARE THE TRAINING SUPPORT PERSONNEL

Trainers must ensure support personnel are fully prepared to support the training event. Trainers do this by ensuring the following actions occur:

Training support personnel understand their mission.
Support personnel are equipped and prepared to perform the tasks to standard.
Support personnel participate in reconnaissance and rehearsals.

• OBSERVER/CONTROLLERS

  When possible, the unit should have "an extra set of outside eyes." An observer/controller (O/C) watches and observes the unit in training. The O/C should not be from the unit in training, if possible. A squad leader should not observe/controll his platoon. There should be a senior O/C who is at least equal in rank to the leader of the unit training on the LTX/STX; however, if required to choose between rank and experience, experience is preferred. O/Cs must be highly qualified to enhance the training experience for the unit. They must clearly understand the task, condition, and standards of the tasks. The O/C may not know every detail of a task, but should know where the doctrinal answer is located when a question he or she cannot answer arises. A qualified OC provides valid, credible observations that leaders can use to develop their training assessments.

  The primary trainer or leader must give specific direction to the O/C on the unit's training objective and detailed direction for their role in training. O/Cs may be assigned to accompany units or specific elements of units. O/Cs should be used in all phases of the training "crawl, walk and run" method. This allows the O/C to be part of the training and to develop a relationship with the unit. In addition to a senior O/C for each lane, O/Cs may be needed to--

  • Observe locations for key events such as a combat outpost or enemy objective.

  • Accompany leaders or key elements of a unit, such as the squad leader.

  • Observe events or locations having the potential to create safety or environmental hazards.

  In an article written by CPT John P. Lawson, "Convoy Training," he discusses development of an O/C handbook. JRTC has an O/C handbook, and most O/Cs build a personal "green book" where they take notes plus tape, glue, or staple information they need from the O/C handbook. Here are some items from CPT Lawson's list plus my own addition for an O/C handbook/green book:

  • The training schedule and sequence of events list.

  • Observer-controller responsibilities.

  • A lane sketch.

  • The operation order.

  • The list of tasks to be conducted and the appropriate training and evaluation outlines.

  • A safety annex.

  • A risk assessment worksheet.

  • An after-action review outline.

  • Battle Damage Assessment charts and tables.

  • A copy of an ARTEP mission training plan, if available.

• OPPOSING FORCE (OPFOR)

  If the training requires an OPFOR, these soldiers should receive a detailed briefing of what is expected; the techniques they use need to be carefully rehearsed prior to training. The goal of the OPFOR is to provide the unit with a training aid to simulate an actual enemy. What you do not want is a group of "wanna-be John Waynes" running around playing war or "free play." To prevent this, they must have specific guidance and a leader who will be held responsible for their actions. Plan complete scenarios so each OPFOR task is doctrinally correct and counters the desired task to be performed by the unit being trained on the lane. OPFOR should be used in the "run" phase of training only.

• CIVILIANS ON THE BATTLEFIELD (COBs)

  The CTCs have scenarios that involve civilians on the battlefield. Although manpower intense, the ability to train on scenarios with COBs will enhance the unit's ability to deal with COBs in real-world contingencies.

SUPPORT UNITS

At times training tasks will involve the integration of soldiers from other units. These soldiers need to be integrated in the training at every stage. If a platoon is to conduct convoy security training, the drivers of the vehicles who might come from that battalion's support platoon must be included in the planning and preparation for the operation. The unit that is doing the training must not assume the soldiers know what they are expected to do.

During an STX lane, a unit had the mission to clear a route and was augmented by trucks from their support unit. When the unit came to an obstacle, the plan called for the drivers to allow the infantrymen to dismount and then on cue move up to the obstacle where the infantry soldiers would reboard the trucks and move out. The senior truck driver, or truck master, was not involved in the planning, nor were the drivers included in any of the rehearsals. Their guidance consisted of "Have the truck here at this time, and we go down this route." When the unit came to the first obstacle, the drivers allowed the infantry soldiers to dismount. When the soldiers secured and cleared the obstacles, they expected the trucks to move up. But the truck remained a half-mile down the road. The drivers did not know the plan, and none of the trucks had a radio to call them forward.

PREPARE THE SOLDIER

Soldiers should be ready for training to achieve the maximum training benefit. Posting a copy of the training schedule is not sufficient to ensure soldiers are fully ready for training. The squad leader or platoon sergeant assists trainers by--

Identifying soldiers to be trained.
Ensuring subordinate leaders assess levels of training proficiency for each soldier (leader books).
Training any prerequisite tasks or skills.
Motivating soldiers by telling them the tasks to be trained and expected performance standards.

• AFTER-ACTION REVIEWS (AARs)

  No matter how much planning was put into training and how well the unit executes the task, it is all for nothing if the unit does not conduct an After-Action Review after the training. An AAR is a professional discussion of an event, focused on performance standards, that allows soldiers to discover for themselves what happened, why it happened, and how to improve on weaknesses and sustain strengths in the future. AARs are the primary means for providing soldiers and units feedback on mission and task performance. This feedback is used after the AAR to revise or improve SOPs, battle drills, and task execution. AARs are scheduled to occur at the end of lane execution, but they may occur at logical breaks in the scenario (i.e., after the conclusion of key events, tasks, or drills), when standards are not being met, or when there is a need to address safety or environmental issues.

  The AAR should be led by someone who is a subject matter expert on the training task at hand and who was an observer/controller during the training event. The role of the O/C in the AAR is that of a facilitator. The facilitator role is to help the unit discover its own strengths and weaknesses plus the appropriate solution to the shortfall. The purpose of the AAR is for the unit to teach and evaluate themselves and for the facilitator to lead them in that direction. Depending on the size of the unit, many times AARs only include the key leadership, platoon leaders, platoon sergeants, etc. At times this may be appropriate (battalion level and above), but at the company level and below, the AAR should not omit the junior enlisted soldiers. These young soldiers will have a better understanding of the whole picture if included in the AAR. In addition, they have been known to provide some interesting input into the AAR. Remember, it is a whole squad that clears a room, not just the squad leader. AARs should be kept simple and to the point. The person giving the AAR must have good notes from the training event and a chalkboard or butcher paper at a minimum. The more visual aids the better. The O/C must take some time to prepare for the AAR; he or she must think about the key points they want to stress based on guidance they received from the unit's leadership.

OTHER TRAINING ISSUES

• TAKE TIME FOR MAINTENANCE

  Maintenance of weapons or weapons systems will be done in combat. If we train as we fight, leaders should plan for time to perform maintenance. Maintenance is an important part of pre-combat checks and must be enforced.

• MEDICAL EVACUATION/CASUALTY REPORTING

  Medical exercises and casualty reporting are usually not emphasized in a small unit training scenario. If the leaders are training to standards, these tasks must be trained.

• SAFETY

  Conduct a risk assessment of all training events prior to the training execution. Identify and report potential unsafe conditions or acts. Be aware of environmental constraints that affect the use of training areas. Apply sound judgment regarding the preservation and protection of natural resources and threatened species. In addition, the leadership must plan for the proper disposal of hazardous waste, especially in combat service support units.

SUMMARY

This article provides a brief insight into planning and executing STX and LTX. Training must be planned and developed with the same detail and thought as any other military operation. It requires manpower and equipment. All factors and contingencies must be addressed. It is our job as leaders to provide instructional, thought-provoking, and challenging training.

In today's Army, the squad leader and all higher levels of leadership should be thoroughly familiar with U.S. Army doctrine on how to conduct training. Every leader, no matter what his military speciality, who is responsible for training, should have and know FM 25-101, Battle-Focused Training; TC 25-10, A Leader's Guide to Lane Training; TC 25-20, A Leader's Guide to Company Training Meetings; and TC 25-20, A Leader's Guide to After-Action Reviews. Each of these important training manuals is on the World Wide Web on the Army's Doctrine and Training Digital Library found at http://www.atsc-army.org/atdls.html. Everyone in today's Army knows the challenges involved in executing training, especially at the platoon and squad levels. It is up to the leadership to devise ways around these detractors and train their soldiers. The training they conduct must be the best possible training they can provide to their soldiers. I was once told by a squad leader that he had spent weeks planning a training event for his squad only to have two soldiers attend. Excuses for no-shows included everything from taskings to appointments. I asked if he still conducted the training and he said, "No, it wasn't worth training two soldiers." I then asked him if it is better to have a squad with no one trained or only two trained soldiers on that task. As leaders, we are trainers. We must train at every opportunity and to standards.

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