warfighting III

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PURPOSE Unit Readiness Planning is the use of the Systems Approach to Training, along with the Marine Corps' training philosophy and principles, to focus the training priorities of the unit on its wartime mission. URP ensures combat readiness. Proper URP ensures Marines are prepared to go anywhere, take on any adversary, and accomplish any mission. STRUCTURE OF URP IN THE MARINE CORPS Unit Training Concept Marine Corps Unit Readiness Planning is built upon a solid foundation consisting of the mission statement and the mission essential task list. This figure illustrates training and education requirements as they support overall unit training readiness. Sound unit training management will ensure commanders remain focused on mission-oriented training while at the same time ensuring all formal (i.e. rifle qualification, NBC, etc.) and ancillary training (i.e. sexual harassment, drug/alcohol, suicide awareness.), and PME is completed. Ancillary Training This includes events that support individual readiness such as: Suicide prevention Standards of conduct Voluntary education Formal Training Marine-specific training that distinguishes our service and prepares individuals for basic survival on the battlefield. The following Marine Corps common skills are considered formal training: Marksmanship Physical fitness Combat water survival Nuclear biological chemical (NBC) Leadership training Ancillary Training This includes events that support individual readiness such as: Suicide prevention Standards of conduct Voluntary education Equal opportunity training Professional Military Education (PME)

PME is the lifelong study of the foundations of the military profession. It is designed to equip Marines with the skills, confidence, understanding, and vision to exercise sound military judgment and decision-making in battle. MISSION ORIENTED TRAINING Is progressive, combat-mission-focused, and fundamental in nature. Individual MOS training events serve as the cornerstones to the URP structure. Collective events form the progressive blocks that build toward unit proficiency in core capabilities, and they are directly linked to the unit's METL. Combat mission training is the primary focus for unit commanders, but it must be balanced with PME, formal training, and ancillary training to best prepare units for combat. TRAINING EVALUATIONS Combat-focused training evaluations designed to measure proficiency in unit core capabilities are integral to training management and readiness. This evaluation process uses collective training standards from the appropriate training and readiness manual as the criteria to assess unit readiness. Unit readiness is the goal. As the unit's readiness level increases, so does its ability to weather the storms of combat and to overcome the fog of war. Unit Training Evaluation Unit training evaluations provide commanders with a process to measure their unit's training readiness. The evaluation process is continuous and is conducted by leaders at every level. This evaluation process is often scenario-based, focuses on the unit's METL, and uses collective training standards as the criteria to assess unit proficiency. MARINE CORPS TRAINING PHILOSOPHY The Marine Corps' philosophy of training is derived from the mandate of the institution: to provide combat ready units to the nation. It is the Marine Corps' responsibility to ensure that both regular and reserve components are properly trained so Marines can survive and succeed in combat. We attribute our continued success on the battlefield to this philosophy. Combat-ready units are manned with motivated, disciplined, and proficient Marines and are led by tactically and technically proficient leaders. Pursuit of the highest best possible training must be maintained as a way of life in the Marine Corps MCTP 8-10A:Page 5.2 MARINE CORPS TRAINING PRINCIPLES Train as You Intend to Fight Peacetime training must reflect battlefield requirements. Training must be focused on

the skills the unit will likely need during their next deployment. For example: Don't allow yourself or your Marines to cut corners during training. Never accept, "I would do it differently if this was for real." In complex, stressful situations, Marines will execute as they have been trained. Ensure that you train Marines as you intend for them to fight. Use Mission-Oriented Training  Commanders develop training programs based on an analysis of possible warfighting missions.  Training plans should be developed to accomplish the tasks that directly support the unit METL. For example: Training is not a haphazard process. Don't randomly choose training events to fill your schedule. Your unit's quarterly training plan prioritizes your training tasks for the quarter. The quarterly training plan ties back to the annual training plan which is built upon your unit's METL. Never forget that the primary purpose of unit training is to ensure that you are prepared to fight and win in combat. Anything that does not support that goal is secondary. The Commander is Responsible for the Unit's Training  Commanders, not operations officers, are responsible for training their unit. The commander's personal presence and involvement demonstrates that training is the first priority.  Commanders personally train their subordinate leaders to ensure a focused effort throughout the unit. For example: Make it clear that training time is precious, and that once it is lost it cannot be regained. Commanders must constantly monitor training. Ensure that all Marines are present and the training schedule is being executed. Do not allow training time to be wasted! Train the MAGTF to Fight as a Combined Arms Team Combined arms proficiency develops only when teams train together on a regular basis. This includes regularly practicing the full spectrum of combat, combat support, and combat service support functions. For example: Train your units to employ combined arms in support of maneuver. Build habitual relationships with attachments. Work CASEVAC drills during field exercises. Use Standards-Based Training  Standards-based training is the use of common procedures and uniform operational methods to create a common perspective within the Marine Corps.  The training standards are published as follows: - Individual Training Events for each military occupational specialty (MOS).

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-Core Skills Training (1000 Level) - Initial MOS training conducted at formal schools. -Core-Plus Skills Training (2000 Level) - Progression training that occurs as distance learning, at formal schools, or as managed-on- the-job training (MOJT). - Collective Training Events for each unit serve to achieve the standards of unit proficiency required to accomplish wartime missions. -3000 and 4000 Levels - Collective training events at lower echelons (e.g., sections, teams, and squads). -5000 – 8000 Levels - Collective training events conducted at higher echelons (e.g., platoons, companies, and battalions). For example: If you are not training to a standard, you are just putting in time. Trainers and evaluators must have the appropriate T&R events available. Officers, SNCOs, and NCOs should prepare cargo-pocket sized training outlines and checklists based upon T&R events to take to the field. Train to Sustain Proficiency Commanders must continuously evaluate performance and design training programs that correct weaknesses and reinforce strengths. Marines must train continuously, not merely focusing on key events once or twice a year. The training and readiness (T&R) manual identifies sustainment intervals required to maintain proficiency. For example: Always remember, units never maintain proficiency at a set level. You're either getting better, or you're getting worse. Ensure that your unit is getting better! Use Performance Oriented Training Marines must be proficient in the basic skills required to perform their jobs under battlefield conditions. Marines are trained to meet published standards, not merely to occupy time designated for training. Whenever feasible, field training and practical application should be used instead of classroom instruction to train Marines. For example: Marines learn best by doing. Get your Marines out in the field performing the actual task to be trained. Do not train Marines to breach a wire obstacle with a field expedient bangalore (breaching charge) by detonating it in the dirt (a practice that happens far too often). Build a wire obstacle on the demolition range. If the Marine performs the correct techniques and procedures and the obstacle is breached, that Marine has performed to a measurable standard. If not, remediation is needed. Train To Challenge Challenging training builds competence and confidence; inspires excellence; and fosters initiative, enthusiasm, and an eagerness to learn. The rigorous demands of a combat environment should be replicated in training. For example: It takes a lot of work to ensure training is challenging but safe. Live-fire training is the lifeblood of our Corps and is often the preferred form of training. Our

Marines joined the Corps expecting to conduct realistic, live-fire training to prepare themselves to win and survive in combat. "The more we sweat in peace, the less we bleed in war." You owe it to yourself, your Marines, and to their families to reduce training risks to an acceptable level. Do not accept unnecessary risk. Nothing increases unit performance and morale more than consistent, challenging, realistic training. INTENT OF THE SAT The Systems Approach to Training, or SAT, Manual was developed to support Marine Corps training and education policy and Department of Defense (DOD) military training program requirements. The information contained in the SAT Manual is based on, and derived from, accepted adult learning theories and current instructional development practices. The mission of any instructional system is to:  Determine instructional needs and priorities  Develop effective and efficient solutions for achieving those needs  Find ways to implement the solutions in a competent manner  Assess how outcomes meet the specified needs. THE SAT PROCESS  SAT provides commanders with needed training management techniques to analyze, design, develop, implement, and evaluate performance-oriented training. It guides commanders in the use of scarce resources by identifying where resources are needed most to maintain readiness. The SAT process, in regards to UTM, consists of five phases: analysis, design, development, implementation, and evaluation. Analyze  Identify a core list of tasks that the unit must be capable of performing in a warfighting environment vice a huge list of tasks they could accomplish if unconstrained by time or resources.  In the analyze phase, conduct a wartime mission analysis using the following: - Doctrine and doctrinal publications. - Operational, campaign, and contingency plans. - Unit T/O mission statements. - HHQs' METLs. - Determine essential tasks. - Develop unit METL. Design

 A training plan is designed based on the results of the analyze phase and higher- level unit plans. As a result, different plans will be designed for similar units. Prioritization occurs in this phase.  During the design phase: - Relate METs to collective training events. - List collective training events and individual training events that support each MET. - Compare the unit's current proficiency with desired proficiency. - Issue commander's training guidance and establish training priorities. - Design appropriate training plans for units and individuals. Develop  Training materials are developed and support for the training is secured.  During the develop phase: - Coordinate logistical support. - Ranges. - Transportation. - Ammunition. - Food, fuel, and communications. - Prepare operation orders and letters of instruction (LOIs). - Prepare lesson plans and rehearse classes. - Train the trainers; ensure those who are conducting the classes, or leading and evaluating the exercises, are proficient in pertinent skills. - Conduct an operational risk assessment (ORA). Implement  This training event is staged and conducted as planned.  During the implement phase: - Implement training plans. - Conduct battle staff exercises, individual skills training, unit training exercises, etc. - Evaluate training. - Ensure adherence to controls. Evaluate  Evaluation occurs continually to determine if the unit can accomplish the training objectives related to a specific training event.  Evaluation occurs at all phases and includes the following:

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- Review training deficiencies of subordinate units and individuals. - Reprioritize tasks in training plans based on an assessment of deficiencies and strengths. - Select evaluators and produce evaluation tools. - Conduct after-action reviews. - Prepare after-action reports for unit commanders and higher headquarters. BENEFITS OF THE SAT PROCESS The SAT process is flexible in that it accounts for individual differences in ability, rate of learning, motivation, and achievement to capitalize on the opportunity for increasing the effectiveness and efficiency of instruction. The SAT process reduces the number of training management decisions that have to be made subjectively, and it allows decisions to be made based on reasonable conclusions which are based on carefully collected and analyzed data. More than one solution to an training problem may be identified through the SAT; however, the selection of the best solution is a goal of SAT. ACTIONS UPON TAKING COMMAND Upon taking command, a new commander should immediately begin analyzing the unit. The staff NCOs will play a major role in helping the commander assess the unit's current readiness and developing the unit's training plans. Commanders must deal with numerous competing requirements. Due to current levels of optempo and perstempo, we must focus on the mission essential tasks that ensure combat readiness across the spectrum of conflict. OFFICIAL DIRECTION ALMAR 045/02 and MCO 1553.3B direct commanders to take the following actions:  Review, update, and submit the unit's METL to the next higher headquarters for approval within 45 days of assuming command.  Conduct an initial assessment of your unit's ability to execute each MET.  Prepare an annual training plan (ATP) to achieve MET proficiency within 90 days of assuming command.  Conduct ongoing training assessments at appropriate points in your unit's training lifecycle while continuously assessing METs. TRAINING PHILOSOPHY  The commander's training philosophy establishes the unit's overall approach to training. The philosophy should be distributed to all Marines soon after taking command so all Marines better understand the commander's approach. TRAINING ADAPTIVE UNITS AND LEADERS  The standing goal for all organizations is to train and develop adaptive units and leaders. It is important to understand how standards-based, mission-oriented

training supports the goal. Repetitive, standards-based training provides relevant experience and enhances the application of tactical doctrine. Leaders intensify training experience by varying training conditions, building competence, and confidence. That confidence promotes initiative and enables units to readily adapt to changing situations TRAINING STRATEGY  An effective training strategy must be developed to capture the findings of the assessment. During this portion of the process, a commander must establish a solid strategy for ensuring proper training to sustain the strengths of the unit as well as to identify training to improve deficiencies. The commander should keep in mind that there are training requirements other than those identified in the assessment that must be completed to prepare the unit for combat. The establishment of training priorities helps the unit's staff construct an organized training plan. CHAINING OF TRAINING EVENTS  The linking of collective events to lower-level events and individual events is known as “chaining.”Since individual training is also progressive in nature, individual events can be chained to other individual events.Chaining events reduce the need for redundancy in training by giving credit for training accomplished in subordinate and related events.  Example: After accomplishing a 5000-level platoon event, you may be required to demonstrate proficiency in a number of subordinate events. These events are chained so completion of the upper-level event provides credit for the associated subordinate events. BRANCHING OF TRAINING EVENTS  Branching is the horizontal linkage of training events. There are numerous individual skills and unit capabilities that can be applied across billets, functional areas, or even occupational field specialties. When associations are made within one specific T&R manual, branching is applied.  Example: When a Marine performs training in one functional area (0321-MOUT- 4102, Establish an OP in an Urban Terrain ), he may exercise very similar skills in another functional area (0321-SURV-4401, Occupy an OP/Perform Surveillance ). The commander may consider the similar performance criteria and credit the Marine for both GROUPING AND SEQUENCING  The T&R program assists in the sequencing of training events; each training standard is designed to be an executable event complete with the required resources. Sequencing means that T&R events are sequenced from lowest to 1000 - 2000 for individual events and from 3000 - 8000 for collective training events. Along with sequencing training events, the commander and staff are required to specify frequencies for executing specific training task events and exercises.

T & R MANUAL HISTORY Aviation:  First T&R manuals used during the mid - 1970s.  Created uniform training events and standards between similar squadrons and aircraft communities with formal evaluations interrelated to Marine Corps Combat Readiness Evaluation System (MCCRE). Ground:  First manual fielded in 1995, tanks.  Expanded to include ground combat, combat support, and logistic units.  Success led to establishment of the Ground T&R Program. Comprehensive Ground Order:  TECOM commenced comprehensive effort in 2001.  Program order revised and signed in 2004.  Ensures the Marine Corps continues to improve its combat readiness by training more efficiently and effectively to meet real-world missions. T & R MANUAL CONCEPT The Marine Corps’ T&R concept is built upon the following tenets:  Focus on expected combat missions.  A building block approach to training.  Focus on individual core skills and unit core capabilities.  Organization of tasks into executable events.  Sustainment of training. FOCUS ON EXPECTED COMBAT MISSIONS The ultimate goal of Marine Corps training is to have units prepare to perform in combat. Mission-oriented training receives top priority in all unit training plans. The commander analyzes contingency plans, operational plans, and higher headquarters' METLs, and develops a unit METL that focuses on those skills required to accomplish the assigned mission. BUILDING BLOCK APPROACH TO TRAINING T&R uses a building block approach.

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At individual and collective levels, the goal is to achieve and maintain a minimum standard of combat readiness in core skills and capabilities by accomplishing progressively more challenging events. The program builds one event upon the other to increase the level of challenge along with the abilities of the Marine. It also builds upon broad categories of individual combat readiness. Upon graduation from formal schools, Marines are capable of participating in real world operations; however, individual training continues in the form of managed-on-the-job- training (MOJT). FOCUS ON INDIVIDUAL CORE SKILLS AND UNIT CORE CAPABILITIES Regardless of the geographic location where a unit is deployed or the missions that are assigned, the skills gained in training will enable the unit to succeed. Maintaining proficiency in these core capabilities minimizes the need to retrain Marines when they transfer to a different unit and fosters the cross-attachment of like units. Core Skills Core skills are the essential, basic individual skills that "make" a Marine and qualify that Marine for an MOS. Core skills are developed in entry-level training and refined in operational units. Core Capabilities Core capabilities are the minimum level of performance a unit must be capable of performing during extended contingency/combat operations. All operational units are expected to achieve and maintain proficiency in specified core capabilities regardless of their assigned mission. ORGANIZATION OF TASKS INTO EXECUTABLE EVENTS After formal school, the T&R concept includes the gathering of associated tasks into executable events that are modeled after the essential skills needed in the MOS. Early phases of learning normally involve an evaluation of the Marine's ability to demonstrate these basic skills. When basic skills have been mastered, resources and energy should be dedicated to training complex tasks that teach new skills and require Marines to utilize previously mastered skills. SUSTAINMENT OF TRAINING T&R uses four steps to help Marines learn combat skills and retain their ability to perform them. Step 1

Introduce new tasks as training events, then have the Marine or group of Marines demonstrate. Step 2 Observe the Marine or group of Marines as they perform the event tasks Step 3 Evaluate the Marine or group of Marines based on their performance during the training events. Step 4 Establish a periodic demonstration of skills. This is accomplished by establishing a sustainment interval for each event to ensure perishable skills and knowledge do not decay to the point the Marine(s) can no longer perform the skills effectively. MISSION ESSENTIAL TASKS A mission essential task (MET) is a collective task in which an organization must be proficient to accomplish its wartime mission(s). METs are the foundation for the T&R manual; all events in the T&R manual support a MET. Commanders can designate other tasks as mission essential, but the T&R development is driven by the community- established core METs. “Units cannot achieve and sustain proficiency on every training task. The Marine Corps has neither the funds nor the time for such an endeavor. Therefore…training must focus on wartime tasks." - MCTP 8-10A STANDARDS-BASED TRAINING The T&R manual uses a building block approach to training that links training events to their expected combat mission or METs. The tasks focus from unit capabilities down to the individual skills which are organized into executable events. Each T&R event will give criteria for the sustainment of training. The criterion for each event will help with the evaluation of a unit's combat readiness.

Individual Events:  1000-level – core skills  2000-level – core plus skills Collective Events:  3000-level – team or crew events  4000-level – squad events  5000-level – platoon events  6000-level – company events  7000-level – battalion events  8000-level – regiment or higher The first four characters indicate MOS or “community” (e.g., INF, COMM, 0321, 1812, or 6421). The second four characters indicate functional or duty area (e.g., FSPT, MVMT, INST, etc.). The third four characters indicate the level and sequence (1000 through 8000). The purpose of coding events is to provide a simplified system for planning, tracking, and recording individual and unit training. EVALUATION-CODED EVENTS E-coded events are collective events designed to support a unit's mission essential tasks (METs). They are key indicators of capability that may support more than one MET. These events are also used to calculate the the unit's combat readiness percentage (CRP). PURPOSE OF CRP

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The purpose of recording unit CRP is to credit training accomplishments and to plan future training; NOT to provide a report card or to instill a checklist mentality. Assists the commander in quantifying (by numbers/percentage) the subjective assessment that will ultimately be placed in the Defense Readiness Reporting System (DRRS). CRP was created and is only used in the Marine Corps; no other Service within the Department of Defense (DOD) uses this calculation. A CRP is calculated for each mission essential task based upon completion of the e- coded events for that MET. The value of each e-coded event is based on the number of e-coded events for a MET. CALCULATE A CRP: STEP 1 Step 1: Identify the mission essential tasks located in chapter two of the unit's T&R manual and from the unit’s mission essential task list. Step 2: Identify e-coded events from the T&R manual for each MET. Step 3: Associate e-coded events from T&R manual with the supported MET Step 4: Identify which e-coded events have been successfully demonstrated within the sustainment intervals identified in the T&R manual. Step 5: Calculate the CRP for each MET. Step 6: Calculate the overall CRP. Overall CRP for this communications squadron is: (100+50+60+60+60+60+50) / 7 = 62.85 = 63% PURPOSE OF THE MISSION ESSENTIAL TASK LIST The METL is a compilation of tasks critical to mission accomplishment. It provides the warfighting focus to a unit's training program by identifying the list of tasks the unit must be able to perform in combat. It is the primary tool to focus and prioritize unit training. METL development resources include the T/O mission statement, doctrinal publications, operational and contingency plans, HHQ METL, MCTL, and the appropriate T&R manual. The METL development process aligns the METs of higher and subordinate commands. PRIMARY INPUTS The METL development process links the unit's wartime mission with its actual training.

Higher Commander's Guidance Commanders conduct their mission analysis in accordance with the higher commander's guidance. Commander's MSN Analysis Based upon the inputs shown, the battalion commander deduces a list of all of the battalion's specified and implied tasks. The commander further analyzes the unit's operational mission in accordance with the regimental commander's guidance. The commander takes into account the company commander's mission analysis to determine a core list of tasks that the battalion must be capable of performing in a warfighting environment. Subordinate Commander's MSN Analysis Unit commanders should take into account any subordinate commander's mission analysis when analyzing the unit's operational mission. Higher Commander's Approval

Mission analysis results in identification of specified and implied tasks critical for mission accomplishment. After the higher commander's approval, these tasks constitute the unit's METL. Unit METL Once approved by higher headquarters, this core listing of tasks that the battalion must be capable of performing in a warfighting environment constitutes the unit's METL. The METL is the basis for training plan development. Doctrine and Doctrinal Publications To train their units for the next conflict, commanders must be intimately familiar with the doctrinal employment of their unit. Furthermore, commanders are required to demonstrate judgment in the application of the fundamental principles which guide their unit's actions. Higher Supported Unit METL Each unit's METL must support and complement higher headquarters' METL. Operational and Contingency Plans Similar types of units may have different METLs, because they are deploying to different theaters and support different operational and contingency plans in disparate geographical locations. Marine Corps Task List The Marine Corps task list (MCTL) is a comprehensive listing of tactical level tasks that describes the USMC's unique contributions to the joint force commander’s (JFC) capabilities. It is subordinate to the unified joint task list (UJTL) and provides a common reference system for collective tasks performed by USMC units and staffs. All mission essential tasks will be listed in the MCTL. T/O Mission Statement Every Marine unit is organized to support its wartime function. That function is captured in the unit's table of organization mission statement. This mission statement should always be considered when evaluating a unit's tasks. Training and Readiness Manual T&R manuals will list the collective tasks that your unit will be expected to complete. It will also identify those tasks that your community identifies as mission essential. As new missions or requirements come along, they are added to the T&R manual. Higher Commander's Guidance Commanders conduct their mission analysis in accordance with the higher commander's guidance.

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Commander's MSN Analysis Based upon the inputs shown, the battalion commander deduces a list of all of the battalion's specified and implied tasks. The commander further analyzes the unit's operational mission in accordance with the regimental commander's guidance. The commander takes into account the company commander's mission analysis to determine a core list of tasks that the battalion must be capable of performing in a warfighting environment. Subordinate Commander's MSN Analysis Unit commanders should take into account any subordinate commander's mission analysis when analyzing the unit's operational mission. Higher Commander's Approval Mission analysis results in identification of specified and implied tasks critical for mission accomplishment. After the higher commander's approval, these tasks constitute the unit's METL. Unit METL Once approved by higher headquarters, this core listing of tasks that the battalion must be capable of performing in a warfighting environment constitutes the unit's METL. The METL is the basis for training plan development. BASIC GUIDELINES FOR DEVELOPING A METL  Derive your METL from the organization's war plans and related tasks.  Ensure that the unit's METL supports and complements the METL of HHQs and supported units.  Do not allow the availability of resources to affect METL development. The METL is an unconstrained statement of the tasks required to accomplish combat missions.  Do not prioritize tasks within the METL; however, all tasks will not require equal training time.  Use subordinate commanders to create a team approach.  Coordinate with supporting units to ensure their METL supports and complements your own. BENEFITS OF GENERATING A METL  Links the unit's wartime operational mission with its training.  Focuses the unit's efforts and resources on training to events essential to achieving combat readiness.  Aligns mission essential tasks of higher and subordinate commands.

 Aligns mission essential tasks of supported and supporting commands.  Supports development of the unit's annual training plan. Step 1: Review the Unit’s T/O Mission After reviewing the higher headquarters' METL and guidance, review the unit's mission statement found in either the unit table of organization or the unit T&R manual. This mission statement is direct and to the point. For example, 1st Combat Engineer Battalion's mission statement is to: "Provide mobility, counter mobility, survivability, and limited general engineering support to the 1st Marine Division." Step 2: List Core METs. The unit’s core tasks have been determined by the Marine occupational specialty (MOS) community and captured in the unit’s T&R manual. Core METs are the essential tasks of a unit during normal operations. They are standardized for all units of the same type. Step 3: Include Other Input METS Units do not have the time or resources to achieve and sustain proficiency in all tasks, but they may need to designate some T&R tasks beyond the core tasks as essential. Upon further analysis of a unit’s planned deployment, participation in named operations, as well as OPLAN or CONPLAN participation and higher unit METL, determine if additional tasks are essential. Step 4: Tie METs to the MCTL Task ID After listing all of the unit’s METs, associate them with the Marine Corps Task List (MCTL), including the MCTL numeric task ID. Every MET should have a MCTL task ID. Step 5: Restate the Unit’s Mission Once the commander has identified the list of METs and associated them to MCTL task IDs, the unit’s mission statement will need to be reviewed and restated. The unit’s mission may need to be revised to incorporate any tasks added to the unit from named operations or OPLANS not already covered by the unit’s T/O mission. Step 6: Submit for Approval Submission of METL to higher headquarters must occur within 45 days of a new commander’s tenure. The high operational tempo and limited dwell time of a unit may

not allow a commander the luxury of 45 days. The approved METL becomes the foundation for the unit’s future training plans. INTRODUCTION Upon approval of the METL, an assessment of current proficiency begins the training planning process. It identifies the gap between what the unit can do today and what they will need to be able to do. Results of the training assessment represent mission- oriented training requirements. Commanders are required to conduct their initial training assessment and prepare a mid-range plan within 90 days of taking command (MCO 1553.3B DETERMINE CURRENT LEVELS OF PROFICIENCY Commanders rely on first hand observation, evaluation input, and feedback from the following sources Subordinate Commanders Commanders should review with each subordinate commander their evaluation of their unit's current proficiency in supporting mission essential tasks. Additionally, commanders should review their evaluations of their subordinate leaders' current proficiency in critical leader tasks that support the METL. Sergeant Major and SNCOs The experience and knowledge of the unit's Sergeant Major and SNCOs are critical to help determine the organization's current proficiency. The Sergeant Major and commander should review SNCO and NCO current proficiency in critical leader tasks that support the unit’s METL. They should review the unit's current proficiency in supporting critical section, squad, crew, and individual Marine tasks. Executive Officer and Staff The executive officer and operations officer provide an evaluation of the subordinate units' current proficiency on supporting mission essential tasks. Additionally, all staff officers and SNCOs should provide their section’s current proficiency on supporting critical staff collective tasks. Junior Officers and NCOs All leaders should provide evaluations of their subordinate leaders' current proficiency in critical leader tasks that support the battalion's METL. Additionally, they should review their assessment of their unit's current proficiency in supporting critical section, squad, crew, and individual Marine tasks.

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Available Training Evaluations Review all available training evaluations including: evaluation worksheets and after- action reports. BASIC GUIDELINES What can the unit do now?  Determine individual proficiencies.  Determine collective proficiencies. What must the unit be able to do?  Identify your unit's missions and requirements.  Set or update unit goals. How can shortfalls be corrected and strengths maintained?  Consider which CTSs/ITSs will be training priorities.  Develop a unit training program.  Prepare and issue guidance needed to develop a mid-range plan (annual training plan) and supporting schedules. Unit Readiness Planning Fundamentals Question 1 Correct Marksmanship, Physical Fitness Training, Leadership Training Your answer: Formal Training Question 2 Correct The lifelong study of the military profession to equip Marines with the skills, knowledge, confidence, understanding, and vision to exercise sound military judgement and decision-making in battle. Your answer: Professional Military Education (PME) Question 3 Correct Suicide prevention, standards of conduct, voluntary education, and equal opportunity training. Your answer: Ancillary Training Question 4

Correct Individual and collective training events based on mission analysis. Your answer: Mission-Oriented Training Question 5 Correct The Marine Corps training philosophy is derived from the mandate: Your answer: To provide combat-ready units to the nation. Question 6 Incorrect Training will be based on mission analysis Your answer: Make commanders responsible for training. Correct answer: Use mission-oriented training Question 7 Correct The platoon participates in training exercises that include combat units operating with combat support units and aviation elements. Your answer: Train the MAGTF to fight as a combined-arms team. Question 8 Incorrect The platoon commander personally demonstrates that training is the number one priority. Your answer: Use mission-orientated training. Correct answer: Make commanders responsible for training. Question 9 Correct Training takes place in battlefield conditions. Your answer: Use performance-oriented training. Question 10 Incorrect Unit Readiness Planning (URP) is the use of the Systems Approach to Training (SAT) along with the Marine Corps training philosophy and principles to do which of the following? Select all that apply. Your answer: Maximize training results. Correct answer: Assigns commanders responsibility for unit training.,Focus the training priorities of the unit on its wartime mission. ,Maximize training results.

Training and Readiness Manuals Question 1 Incorrect Training and Readiness Manuals accomplish which of the following? Select all that apply. Your answer: Define roles of your Marines. Correct answer: Enable leaders to plan, execute, and evaluate training.,Establish a training continuum.,Define roles of your Marines. Question 2 Incorrect Which type of Training and Readiness Manual typically only contains individual training standards? Your answer: Unit-based Correct answer: Community-based Question 3 Incorrect All E-coded events in a Training and Readiness Manual support a(n) ___________. Your answer: Unit readiness plan Correct answer: Mission essential task Question 4 Incorrect Event blocks are broken-down into ________ and _________ events. Your answer: E-coded; individual Correct answer: Individual; collective Question 5 Correct What is the purpose of the combat readiness percentage? Your answer: To credit training and to plan future training. Mission Essential Task List (METL) Question 1 Correct

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What is the first step in the METL development process? Your answer: Review the unit's T/O mission. Question 2 Correct Commanders rely on firsthand observation and evaluation input and feedback from the following sources: Select all that apply. Your answer: Subordinate commanders.,Sergeant Major and SNCOs. Question 3 Incorrect From the list below, select the benefits of generating a METL. Select all that apply. Your answer: Supports development of the unit's training plan. Correct answer: Links the unit's wartime operational mission with its training.,Focuses the unit's efforts and resources on training for tasks essential to achieving combat readiness.,Supports development of the unit's training plan. Question 4 Incorrect Submission of METL to higher headquarters must occur within ________ of a new commander's tenure. Your answer: 90 days Correct answer: 45 days Question 5 Incorrect Battalion commanders are required to conduct their initial training assessment and prepare a mid-range plan within ________ of taking command. Your answer: 120 days Correct answer: 90 days YOU HAVE NOT YET VISITED ALL THE INSTRUCTION ACCESSIBLE FROM THIS SCREEN. YOU HAVE MISSED IMPORTANT COURSE CONTEN

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