Army Training and Leader Development

Question 1

What is the title of AR 350-1?

Answer 1

The title of Army Regulation 350-1 is Army Training Leader Development.

Question 2

What is the title of FM 7-0?

Answer 2

Training for Full Spectrum Operations

Question 3

Eight Step Training Model - Step 1

Answer 3

Plan the Training

Question 4

Eight Step Training Model - Step 2

Answer 4

Train and Certify the Leaders

Question 5

Eight Step Training Model - Step 3

Answer 5

Conduct a Reconnaissance

Question 6

Eight Step Training Model - Step 4

Answer 6

Issue an Order for the Training

Question 7

Eight Step Training Model - Step 5

Answer 7

Rehearse

Question 8

Eight Step Training Model - Step 6

Answer 8

Execute

Question 9

Eight Step Training Model - Step 7

Answer 9

Conduct an After Action Review (AAR)

Question 10

Eight Step Training Model - Step 8

Answer 10

Retrain

Question 11

Platoon Leader Responsibilities Overview

Answer 11

Percentage of time spent on each task. -CPT Porter

10% - Supervision
5% - Counseling

5% - Awards/Evaluations

3% - Discipline

15% - Training (Individual/Platoon)

3% - Additional Duties

5% - Physical Training

2% - Property Management

2% - Resource Management

< 1% - Army Family

5% - Self Development

10% - Meetings

Question 12

COMMANDERS AND OTHER LEADERS ARE RESPONSIBLE FOR TRAINING

Answer 12

2-2. Unit commanders are responsible for training. They ensure their units are capable of accomplishing
their missions. While commanders are the unit’s overall training manager, subordinate leaders have
responsibility for the proficiency of their respective organizations and subordinates. For example, a
battalion S-3 oversees the training and resulting readiness of a section, but the battalion commander
oversees the training and readiness of the battalion as a whole.

Question 13

NONCOMMISSIONED OFFICERS TRAIN INDIVIDUALS, CREWS, AND SMALL TEAMS

Answer 13

2-3. Noncommissioned officers (NCOs) are the primary trainers of enlisted Soldiers, crews, and small
teams. NCOs take broad guidance from their leaders; identify the necessary tasks, standards, and resources;
and then plan, prepare, execute, and assess training. They ensure their Soldiers demonstrate proficiency in
their individual military occupational specialty (commonly known as MOS) skills, warrior tasks, and battle
drills. NCOs instill in Soldiers discipline, resiliency, the Warrior Ethos, and Army Values. In their
assessment, NCOs provide feedback on task proficiency and the quality of the training.
2-4. NCOs help officers train units. NCOs develop and conduct training for their subordinates, coaching
other NCOs, advising senior leaders, and helping develop junior officers. Leaders allot sufficient time and
resources, and empower NCOs to plan, prepare, execute, and assess training with their Soldiers based on
the NCO’s analysis of identified strengths and weaknesses. Training management is an essential part of a
unit’s leader development program. Sergeant’s time training (known as STT) is a common approach to
NCO-led training events. NCOs conduct sergeant’s time training to standard, not time.

Question 14

TRAIN TO STANDARD

Answer 14

2-5. Each individual and collective task has standards of performance. A standard is the accepted
proficiency level required to accomplish a task. Mastery, the ability to perform the task instinctively,
regardless of the conditions, is the desired level of proficiency. Units master tasks by limiting the number
of tasks to train to the few key tasks required to accomplish the mission—assigned or contingency. Leaders
know and enforce standards to ensure their organization meets mission requirements. When no standard
exists, the commander establishes one and the next higher commander approves it.

Question 15

TRAIN AS YOU WILL FIGHT

Answer 15

2-6. “Train as you will fight” means training under an expected operational environment for the mission.
It also means adjusting the levels of intensity and complexity to improve unit and leader adaptability.
Training conditions must enable leaders and Soldiers to assess challenges and employ critical thinking to
develop sound, creative solutions rapidly.
2-7. Operations require leaders who understand the cultures in which they will operate. The cultures are
not just foreign cultures; they include such non-Army cultures as those in other Services and government
agencies. Individuals, units, and their leaders develop cultural understanding through education and
frequent training with military and nonmilitary partners to avoid actions and perceptions that can
undermine relationships and missions. Leaders develop proficiency in both cultural norms and language
and, when possible, train with their partners before participating in operations. Commanders and other
leaders replicate cultural settings as much as possible during training, using role players or actual partners.

Question 16

TRAIN WHILE OPERATING

Answer 16

2-8. Units conduct training even when the unit is engaged in operations. As units operate, they learn from
formal and informal after action reviews—during and after operations. Leaders continuously evaluate
observations, insights, and lessons on planning, preparing, and execution. They also incorporate corrective
action into training before the unit conducts the next operation. An after action review is a facilitated selfanalysis
of an organization’s performance, with the objective of improving future performance (see
paragraph 3-73). It addresses what went well and how to sustain it, and what went wrong and how to
improve it. Usually, training during operations is more decentralized than during training at home station.

Question 17

TRAIN FUNDAMENTALS FIRST

Answer 17

2-9. Fundamentals typically cover basic soldiering, the warrior tasks, battle drills, marksmanship, fitness,
and military occupational specialty skills. Company-level units and below establish this fundamental by
focusing training on individual and small-unit skills. Units proficient in fundamentals tend to integrate
more easily into higher level, more complex collective tasks.

Question 18

TRAIN TO DEVELOP ADAPTABILITY

Answer 18

2-10. Effective leaders understand that change is inevitable in any operational environment. The time to
adjust to that change can be short. Leaders focus training on those tasks most essential to mission
accomplishment. They also understand that Soldiers and leaders must be ready to perform tasks
successfully for which they have not trained. By mastering the few key tasks under varying, challenging,
and complex conditions, Soldiers and their leaders become confident that they can adapt to any new
mission.

Question 19

UNDERSTAND THE OPERATIONAL ENVIRONMENT

Answer 19

2-11. As commanders plan training, they must understand their expected operational environment. Once
they understand these environments, they replicate the conditions as closely as possible in training. They
often use the operational variables (known as PMESII-PT), mission variables (known as METT-TC), and
tools found on the Army Training Network (ATN), such as scenarios, to create a training environment.
Commanders conduct an analysis based on an actual operational environment if deploying, or an

Question 20

TRAIN TO SUSTAIN

Answer 20

2-12. Units train to improve and enhance their capabilities and individual resiliency and endurance.
Commanders and other leaders first design training to sustain unit proficiency. Then they build the
capability of individuals to sustain themselves mentally and physically during long operations. Leaders
incorporate comprehensive fitness programs into unit training and leader development.

Question 21

TRAIN TO MAINTAIN

Answer 21

2-13. Commanders allocate time in training for units to maintain themselves and their equipment to
standard. Maintaining is training. Maintenance training has clear, focused, and measurable objectives.
Regular, routine maintenance training tends to instill discipline in individuals. Well-disciplined individuals
properly care for themselves and their equipment. Organizations tend to perform maintenance during
operations to the standards they practice in training.
2-14. Leaders instill in their subordinates an appreciation of the importance of personal and equipment
maintenance through their presence, personal example, and involvement in maintenance training.
Maintenance training is an essential aspect of leader development that involves the entire unit chain of
command.
2-15. Soldiers learn stewardship of Army resources during training. Leaders and subordinates are
responsible for protecting resources, including people, time, individual and organizational equipment,
installation property, training areas, ranges, facilities, and funds. Good stewardship avoids costly and
unnecessary expenditures for replacements and helps ensure that people and equipment are available and
ready to deploy.

Question 22

CONDUCT MULTIECHELON AND CONCURRENT TRAINING

Answer 22

2-16. Multiechelon training is a training technique that allows for the simultaneous training of more
than one echelon on different or complementary tasks. It optimizes the use of time and resources to
train more than one echelon simultaneously. Commanders ensure subordinate units have the opportunity to
train their essential tasks during the higher unit’s training event while still supporting the higher echelon’s
training objectives. Planning for these events requires detailed synchronization and coordination at each
echelon. For example, an artillery battery commander supporting an infantry battalion during a non-firing
exercise might conduct howitzer section training while the fire direction center maintains communications
with fire support officers moving with the infantry.
2-17. During a training event, units may execute concurrent training on tasks not directly related to the
training event to make the most efficient use of available training time. For example, while Soldiers are
waiting their turn on the firing line at a marksmanship range, their leaders can train them on important tasks
needing improvement, often using proficient Soldiers to train their peers.