JOINT TRAINING MANUAL FOR THE ARMED FORCES OF THE

JOINT TRAINING MANUAL

FOR THE ARMED FORCES OF

THE UNITED STATES

CJCSM 3500.03E

20 April 2015

JOINT STAFF

WASHINGTON, D.C. 20318

(INTENTIONALLY BLANK)

CHAIRMAN OF THE JOINT

CHIEFS OF STAFF

MANUAL

J-7

CJCSM 3500.03E

DISTRIBUTION: A, B, C, JEL

20 April 2015

JOINT TRAINING MANUAL FOR THE ARMED FORCES OF THE UNITED

STATES

Reference(s): See Enclosure I for References

1. Purpose. This manual provides guidance and procedures for implementing

Chairman of the Joint Chiefs of Staff (CJCS) policy for determining joint

training requirements, planning and executing joint training, and assessing

training for input to command readiness. Applicable organizations will use this

manual when implementing the Joint Training System (JTS) as specified in

references a and b.

2. Superseded/Cancellation. This CJCSM supersedes CJCSM 3500.03D, 15

August 2012, “Joint Training Manual for the Armed Forces of the United

States.”

3. Applicability. This CJCSM applies to the Combatant Commands (CCMD),

Services, Reserve Component (RC), the National Guard Bureau (NGB), combat

support agencies (CSA), the Joint Staff, and other joint organizations. The

required actions for those organizations participating in joint training events

are contained in reference a.

4. Procedures. See Enclosures A through H.

5. Summary of Changes. This manual has been revised to:

a. Document policy changes, such as the new definition of the Joint

Exercise Program (JEP), described in reference a.

b. Remove most joint training resource information that is consolidated

into a joint training resources document (reference c).

CJCSM

3500.03E

April

2015

Modify

the

joint

training

approach

describe

two

types

joint

training

individual

and

collective.

Staff

training

included

type

collective

training.

Describe

the

Joint

Task

Force

Headquarters

(JTF

HQ)

training

program.

Add

details

the

Chairman's

Exercise

Program

(CEP).

Remove

Event

Training

Assessments

and

Task

Field

Observations

from

JTS

lexicon

and

process.

Remove

some

Joint

Training

Information

Management

System

(JTIMS)

specific

information

and

screen

shots

that

will

codified

separate

document.

Releasabilitv.

UNRESTRICTED.

This

directive

approved

for

public

release;

distribution

unlimited

Non-secure

Internet

Protocol

Router

Network

(NIPRNET).

Department

Defense

(DoD)

Components

(to

include

the

CCMDs),

other

Federal

Agencies,

and

the

public

may

obtain

copies

this

directive

through

the

Internet

from

the

CJCS

Directives

Electronic

Library

http:/

/www.dtic.mil/cjcs_directives.

Joint

Staff

activities

may

also

obtain

access

via

the

SIPR

directives

Electronic

Library

Web

sites.

Effective

Date.

This

manual

effective

upon

receipt.

For

the

Chairman

the

Joint

Chiefs

Staff:

~Wfr

JACQ

ELINE

VAN

OVOST, Maj

Gen,

USAF

irector,

Joint

Staff

Enclosures:

A -

Introduction

B -

Joint

Training

System

(JTS)

Overview

C -

Phase

(Requirements)

D -

Phase

(Plans)

E -

Phase

III

(Execution)

F -

Phase

(Assessment)

G -

Individual

and

Collective

Joint

Training

H -

Exercises

I -

References

GL -

Glossary

CJCSM 3500.03E

20 April 2015

TABLE OF CONTENTS

Page

ENCLOSURE A -- INTRODUCTION ............................................................... A-1

Purpose .................................................................................................. A-1

Background ........................................................................................... A-1

Training Responsibility ........................................................................... A-2

ENCLOSURE B -- JOINT TRAINING SYSTEM (JTS)....................................... B-1

Introduction ........................................................................................... B-1

The Joint Training System (JTS) Methodology ......................................... B-1

The Joint Training System (JTS): Input, Process, and Output (IPO)

Progression ...................................................................................... B-4

Phase I: Requirements ............................................................................ B-6

Phase II: Plans ....................................................................................... B-7

Phase III: Execution ............................................................................... B-8

Phase IV: Assessment ............................................................................. B-9

Joint Training Planning Cycle ............................................................... B-11

Joint Training System (JTS) Summary.................................................. B-12

ENCLOSURE C -- PHASE I (REQUIREMENTS) ............................................. C-1

Introduction ........................................................................................... C-1

Purpose .................................................................................................. C-1

Phase I: Inputs, Processes, and Outputs................................................. C-1

Joint and/or Agency Mission-Essential Task List (J/AMETL)

Development .................................................................................... C-2

Products and Milestones ...................................................................... C-11

Summary ............................................................................................. C-11

ENCLOSURE D -- PHASE II (PLANS) ........................................................... D-1

Introduction .......................................................................................... D-1

Purpose ................................................................................................. D-1

Phase II: Inputs, Processes, and Outputs .............................................. D-2

Joint Training Plan (JTP) and Campaign Plan Training and Exercise

Development ................................................................................... D-2

Products and Milestones ......................................................................D-13

Joint Training Plan (JTP) and Training and Exercise Input to the

Campaign Plan Cycle ......................................................................D-14

Summary .............................................................................................D-14

Appendix A -- Joint Training Plan (JTP) Format .................................. D-A-1

Annex A -- Joint Training Plan (JTP) Tab A (Commander’s Training

Guidance) ................................................................. D-A-A-1

Annex B -- Joint Training Plan (JTP) Tabs B, C and D (Mission

Essential Task List) ...................................................D-A-B-1

Annex C -- Joint Training Plan (JTP) Tab E (Training Objectives) D-A-C-1

CJCSM 3500.03E

20 April 2015

Annex D -- Joint Training Plan (JTP) Tab F (Events) .................. D-A-D-1

Annex E -- Joint Training Plan (JTP) Tab G (Timeline) ................ D-A-E-1

Annex F -- Joint Training Plan (JTP) Tab H (High Interest

Training Requirements) ............................................. D-A-F-1

Appendix B -- Methods, Modes, and Media ......................................... D-B-1

Annex A -- Menu of Training Modes ...........................................D-B-A-1

Annex B -- Menu of Training Media ........................................... D-B-B-1

ENCLOSURE E -- PHASE III (EXECUTION)................................................... E-1

Introduction ........................................................................................... E-1

Purpose .................................................................................................. E-1

Phase III: Inputs, Processes, and Outputs ............................................. E-1

Training Event Development and Execution ........................................... E-2

Joint Event Life Cycle (JELC) .................................................................. E-3

Products and Milestones ........................................................................ E-7

Summary ............................................................................................... E-8

ENCLOSURE F -- PHASE IV (ASSESSMENT) ................................................ F-1

Introduction ........................................................................................... F-1

Purpose .................................................................................................. F-2

Phase IV: Inputs, Processes, and Outputs .............................................. F-2

Assessment Process ............................................................................... F-3

Products and Milestones ........................................................................ F-8

Summary ............................................................................................. F-12

ENCLOSURE G -- INDIVIDUAL AND COLLECTIVE JOINT TRAINING ........... G-1

Introduction .......................................................................................... G-1

Purpose ................................................................................................. G-1

Joint Learning Continuum .................................................................... G-1

Joint Qualification System .................................................................... G-2

Joint Training ...................................................................................... G-2

Application ............................................................................................ G-3

Summary .............................................................................................. G-4

Appendix A -- Individual Joint Training .............................................. G-A-1

Appendix B -- Collective Joint Training ............................................... G-B-1

Appendix C -- Joint National Training Capability (JNTC) ..................... G-C-1

Annex A -- Joint National Training Capability (JNTC)

Accreditation .......................................................G-C-A-1

Annex B -- Joint National Training Capability (JNTC)

Certification ....................................................... G-C-B-1

Annex C -- Joint National Training Capability (JNTC)

Mitigation ........................................................... G-C-C-1

Appendix D -- Joint Task Force Headquarters (JTF HQ) Training

Program ....................................................................... G-D-1

CJCSM 3500.03E

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iii

Annex A -- Joint Task Force Headquarters (JTF HQ) Joint

Training ............................................................. G-D-A-1

Annex B -- Training Resources by Increment ............................ G-D-B-1

Appendix E -- Joint Training Course Certification ............................... G-E-1

Annex A -- Joint Training Course Certification Criteria............... G-E-A-1

Annex B -- Joint Training Course Request for Certification

(RFC) .................................................................. G-E-B-1

Appendix F -- Cyberspace Training ..................................................... G-F-1

ENCLOSURE H -- EXERCISES .................................................................... H-1

Introduction .......................................................................................... H-1

Purpose ................................................................................................. H-1

Political and Security Constraints.......................................................... H-1

Significant Military Exercise Briefs (SMEB) ............................................ H-1

Coordination ......................................................................................... H-1

Exercise Force Requirements ................................................................. H-2

Functional Support Requirements ......................................................... H-3

Multinational Coordination ................................................................... H-4

Force Protection .................................................................................... H-4

Natural Resources Management ............................................................ H-4

Joint Exercise Directive ......................................................................... H-4

Appendix A -- Joint Training Event Planning Milestones ..................... H-A-1

Appendix B -- Joint Exercise Directive Sample Format ....................... H-B-1

Appendix C -- Chairman’s Exercise Program....................................... H-C-1

Annex A -- Chairman’s Exercise Program Roles and

Responsibilities .........................................................H-C-A-1

Annex B -- POSITIVE RESPONSE (PR) Exercise ......................... H-C-B-1

Annex C -- Department of Defense Level Rehearsal ................... H-C-C-1

Annex D -- North Atlantic Treaty Organization (NATO) Crisis

Management Exercise .............................................. H-C-D-1

Annex E -- U.S.-Russian Federation (U.S.-RF)Cooperation

Program .................................................................. H-C-E-1

Appendix D -- National Exercise Program (NEP) .................................. H-D-1

Appendix E -- Department of Defense Interagency Training

Coordination ................................................................ H-E-1

Appendix F -- Significant Military Exercise Briefs (SMEB) ................... H-F-1

Annex A -- Significant Military Exercise Brief (SMEB) Executive

Overview ................................................................... H-F-A-1

Annex B -- Significant Military Exercise Brief (SMEB) Letter of

Lateness ................................................................... H-F-B-1

ENCLOSURE I -- REFERENCES .................................................................... I-1

CJCSM 3500.03E

20 April 2015

GLOSSARY ................................................................................................ GL-1

Part I -- Abbreviations and Acronyms ......................................................... GL-1

Part II -- Terms and Definitions .................................................................. GL-7

LIST OF FIGURES

1. JTS Four-Phase Process .......................................................................... B-2

2. Phase I Requirements Overview ............................................................... B-6

3. Phase II Plans Overview........................................................................... B-8

4. Phase III Execution Overview................................................................... B-9

5. Phase IV Assessment Overview .............................................................. B-10

6. Joint Training Planning Cycle................................................................ B-11

7. Phase I, Requirements: Inputs, Processes, and Outputs ......................... C-2

8. J/AMETL Development Process ............................................................... C-3

9. Step 1: Identify Specified and Implied Tasks ........................................... C-4

10. Step 2: Select Mission Tasks from UJT List .......................................... C-5

11. Step 3: Determine Essential Tasks ....................................................... C-6

12. Steps 4-6: Identify Organizations, Conditions, Standards, and

Supporting Tasks .................................................................................. C-7

13. Conditions ............................................................................................ C-8

14. Standards ............................................................................................. C-8

15. J/AMETL Development ....................................................................... C-12

16. Phase II, Plans: Inputs, Processes, and Outputs .................................. D-2

17. JTP and Campaign Plan Training and Exercise Development

Flowchart ............................................................................................. D-3

18. Step 1: Update Commander’s/Director’s Training Guidance ................ D-5

19. Step 2: Analyze J/AMETs .................................................................... D-5

20. Step 3: Develop Training Requirements ............................................... D-6

21. Step 4: Develop Joint TOs ................................................................... D-7

22. Sample Training Objective: Joint Mission Essential Tasks Strategic

Task 3.1 “Perform the Joint Targeting Cycle/Operational Task 3.1

“Conduct Targeting” ............................................................................. D-8

23. Joint Training Methods, Modes, and Media .......................................... D-9

24. Step 5: Design and Schedule Training Events .....................................D-10

25. Step 6: Determine HITRs ....................................................................D-12

26. Step 7: Publish JTP ............................................................................D-13

27. JTP Development Process ....................................................................D-15

28. JTIMS Home Page ............................................................................. D-A-2

29. HITR (JMETL – Based) .................................................................... D-A-F-4

30. HITR (Capability – Based) ............................................................... D-A-F-6

31. Hierarchy of Joint Training Considerations........................................ D-B-1

32. Methods, Modes, and Media Selection ............................................... D-B-4

33. Required Outcomes of Training Events .............................................. D-B-5

34. Selection Criteria............................................................................... D-B-6

35. Academic Decision Tree ..................................................................... D-B-7

36. Academic Training Audience ............................................................. D-B-8

CJCSM 3500.03E

20 April 2015

37. Academic Mode Selection .................................................................. D-B-9

38. Academic Mode Selection Matrix ....................................................... D-B-9

39. Academic Media Selection ............................................................... D-B-10

40. Exercise Method Decision Tree ........................................................ D-B-12

41. Questions to Aid Exercise Mode Selection ........................................ D-B-12

42. Exercise Mode Selection .................................................................. D-B-14

43. Exercise Mode Selection Matrix ....................................................... D-B-14

44. Exercise Mode Selection Alternatives ............................................... D-B-15

45. Exercise Media Selection ................................................................. D-B-16

46. Phase III, Execution: Inputs, Processes, and Outputs ........................... E-2

47. JELC ..................................................................................................... E-4

48. Phase IV, Assessment: Inputs, Processes, and Outputs ........................ F-3

49. Assessment Flowchart ........................................................................... F-4

50. Step 1: Collect and Assess Training Proficiency Inputs ......................... F-5

51. Step 2: Develop TPAs............................................................................ F-5

52. Step 3: Analyze Observations, Issues, and Lessons ............................... F-6

53. Step 4: Develop Mission Training Assessments ..................................... F-7

54. Steps 5 and 6: Prepare Commander’s Assessment ................................ F-8

55. Internal and External Assessment Products .......................................... F-9

56. Joint Learning Continuum ................................................................... G-1

57. Relationships of JNTC Accreditation to JNTC Certification ..............G-C-A-1

58. JTF HQ Incremental Training Model .................................................. G-D-5

59. Joint Training Course Certification Process ....................................... G-E-1

60. Concept Map of Cyber Range Lexicon Terms...................................... G-F-2

61. CEP Portfolio ..................................................................................... H-C-3

62. PR Support Matrix ........................................................................ H-C-B-1

63. Civilian Mission Partner Process Cycle .............................................. H-E-4

64. SMEB Executive Overview Template ............................................... H-F-A-2

LIST OF TABLES

1. JTS Inputs, Processes, and Outputs Progression ..................................... B-5

2. Menu of Training Modes ...................................................................D-B-A-1

3. Menu of Training Media .................................................................. D-B-B-1

4. Training Products Users Matrix ............................................................. F-10

5. Individual Joint Training Requirements: Inputs, Processes, and

Outputs ............................................................................................ G-A-1

6. Individual Portion of the JTP: Inputs, Processes, and Outputs ............ G-A-3

7. Individual Joint Training Execution: Inputs, Processes, and

Outputs ............................................................................................ G-A-5

8. Individual Joint Training Assessment: Inputs, Processes, and

Outputs ............................................................................................ G-A-6

9. Collective Joint Training Requirements: Inputs, Processes, and

Outputs ............................................................................................ G-B-5

10. Collective JTPs: Inputs, Processes, and Outputs ............................... G-B-6

11. Collective Joint Training Execution: Inputs, Processes, and

Outputs ............................................................................................ G-B-7

CJCSM 3500.03E

20 April 2015

12. Collective Joint Training Assessment: Inputs, Processes, and

Outputs ............................................................................................ G-B-8

13. Elements of Joint Context .............................................................. C-C-A-6

14. JNTC Certification Focus Areas ......................................................C-C-B-5

15. JNTC Mitigation Issue Statuses ..................................................... G-C-C-3

16. JTF-Capable Headquarters Core Tasks .......................................... G-D-A-1

17. Training Resources by Increment .................................................. G-D-B-1

18. Joint Training Course Certification Criteria .................................... G-E-A-1

19. RFC Form ..................................................................................... G-E-B-1

20. Major Events, Milestones, Products, and Services .............................. H-A-1

21. PR Exercise Variables .................................................................... H-C-B-2

CJCSM 3500.03E

20 April 2015

A-1 Enclosure A

ENCLOSURE A

INTRODUCTION

1. Purpose. This manual, in combination with the processes for management

of joint training resources found in reference c, describes procedures for

CCMDs, Services, RC, NGB, CSAs, Joint Staff, and other joint organizations to

conduct joint training in accordance with (IAW) JTS policy and guidance

promulgated in references a and b. This manual provides detailed guidance on

developing and executing a mission-focused joint training program.

Commanders/directors at each successive level interpret mission focus across

their span of control to prepare their forces and generate required capabilities

to meet mission standards specified by supported Combatant Commanders

(CCDR). The training management practices detailed in this manual apply to

any joint force commander or CSA director, and their subordinate

organizations.

2. Background. CCDRs ensure the readiness of forces assigned to their

command. CCDRs provide authoritative direction over all aspects of military

operations, joint training, and logistics within their commands; and

coordination and approval of aspects of administration, support (including

control of resources and equipment, internal organization, and training), and

discipline necessary to perform missions assigned to the command.

a. Joint Training is training, including mission rehearsals, of individuals,

units, and staffs using joint doctrine and tactics, techniques, and procedures

(TTP) to prepare joint forces or joint staffs to respond to strategic, operational,

or tactical requirements that the CCDRs consider necessary to execute their

assigned or anticipated missions (reference b). DoD Components use the

processes of the JTS to develop joint training programs; plan, execute, and

assess training based on mission-essential tasks (METs); and provide training

assessments to the Defense Readiness Reporting System-Strategic (DRRS-S) as

training proficiency assessment (TPA) input for readiness reporting (reference

d).

b. The Department of Defense will use the JTS in supporting the

President’s National Exercise Program (NEP). The NEP consists of operations-

based exercises involving department and agency principals and Presidential

participation. These exercises address U.S. Government (USG) strategic- and

policy-level objectives and challenge the national response system. DoD

participates in the NEP through the CEP.

c. The CEP is designed to improve the readiness of U.S. Forces to perform

joint operations through the conduct of regularly scheduled strategic, national

CJCSM 3500.03E

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A-2 Enclosure A

level exercises that examine plans, policies, and procedures under a variety of

simulated crisis situations.

d. The JEP is a principal means for CCDRs to maintain trained and ready

forces, exercise their contingency plans, and support their campaign plan

engagement activities. CCDR designated JEP events train to both mission

capability requirements described in the command joint mission-essential task

list (JMETL), as well as support theater and/or global/world-wide security

cooperation requirements as directed in campaign plans. CCDR designated

JEP events include CCMD Service component, joint, and multinational training

events. Joint National Training Capability (JNTC)-accredited Service and U.S.

Special Operations Command (USSOCOM) training program events are

included within the JEP.

e. Service programs conduct joint training to prepare Service forces to

operate as a member of a joint force under command and control (C2) (mission

command) of a CCDR. JNTC supports joint training in Service training

programs.

f. The Joint Training Environment (JTE) replicates the Operational

Environment necessary and sufficient to conduct joint training and joint force

development. The JTE is defined by the conditions, circumstances, and

influences that affect the achievement of readiness levels and employment of

capabilities that are based on decisions made by the commander. The JTE

enables the CEP and JEP.

g. CCDRs must synchronize the command’s joint training programs,

security cooperation planning, Service component training programs, as well as

external support from other CCMDs, CSAs, and supporting joint organizations.

To ensure a seamless operating environment, command joint training plans

(JTPs) should also consider interagency requirements with other USG agencies,

multinational partners, non-governmental organizations (NGO), and

intergovernmental organizations (IGO).

3. Training Responsibility. The CCDRs are responsible for joint training of

assigned forces. The JTS is key to joint force preparation and readiness within

a common MET-based training system. All personnel and components shall

train on their METs to established conditions and standards to provide the

capabilities that support the CCDRs and the concepts of operations across all

phases of joint campaigns and throughout the spectrum of Service, joint,

interagency, intergovernmental, and multinational operations.

CJCSM 3500.03E

20 April 2015

B-1 Enclosure B

ENCLOSURE B

JOINT TRAINING SYSTEM (JTS)

1. Introduction. Training is a key element of readiness. Joint readiness is the

CCDRs’ ability to integrate and synchronize ready combat and support forces

to execute assigned missions (reference e). DoD components supporting CCMD

missions use the processes of the JTS to develop joint training programs; plan,

execute, and assess joint training based on METs and campaign plan

requirements; and document training status in JTIMS per reference a, for input

to readiness reporting in the DRRS-S. Joint training programs should be

based on each command or agency’s required capabilities as specified in its

mission-essential task list (METL).

a. The supported CCMD’s JMETL establishes the most critical mission

capability requirements. It is the result of mission analysis of tasks assigned

through Presidential directives, the Guidance for Employment of the Force

(GEF), the Unified Command Plan (UCP), the Joint Strategic Capabilities Plan

(JSCP), and other authoritative documents and is communicated using

approved universal joint tasks (UJT). Based on these required capabilities,

CCDRs assess the command’s current capability against required capability;

identify training requirements from that assessment; review lessons learned;

plan, resource, and execute joint training events; evaluate training audience

performance; and assess capability and joint readiness as they relate to

training.

b. The campaign plans for Geographic Combatant Commands (GCC) and

Functional Combatant Commands (FCC), and Campaign Support Plans (CSP)

for supporting Services, select DoD agencies, and the NGB become the

mechanism for organizing, integrating, and prioritizing security cooperation

activities, to include joint training events. The GEF and JSCP, through the

campaign plans, will provide exercise planners with clear guidance on priorities

to support both campaign and contingency plan objectives. As such, exercise

goals and objectives should reflect GEF regional or functional priorities.

2. The Joint Training System (JTS) Methodology. The JTS is an integrated,

requirements-based, four-phased methodology for aligning joint training

programs with assigned missions, consistent with command priorities and

available resources to produce trained and ready individuals, staffs, and units.

Although the process is deliberate in concept, it is flexible in execution (Figure

1). The procedures described in this manual are designed to assist

commanders at all echelons in defining the required level of individual and

collective performance, determining the current level(s) of performance,

executing training programs to improve performance, and assessing the

CJCSM 3500.03E

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B-2 Enclosure B

training performance relative to the required standards. The JTS assessment

process considers training outcomes as they relate to doctrine, organization,

training, materiel, leadership and education, personnel, facilities, and policy

(DOTMLPF-P), and provides the training inputs to readiness reporting in

DRRS-S.

Figure 1. JTS Four-Phase Process

a. The JTS methodology also provides a systematic approach to identify,

plan, facilitate development of, and integrate and transition valid joint

solutions and capabilities into joint training execution and assessment to

promote joint force development. While aligning training to address gaps in

mission readiness, CCMDs may also use the requirement and planning phases

to identify and align valid joint solutions and capabilities as part of an

integrated joint force development strategy. This best uses training as a

CJCSM 3500.03E

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B-3 Enclosure B

method and means for addressing gaps in future joint capabilities as well as in

current mission readiness.

b. JTS processes are designed to assist joint organizations to align more

efficiently their training with missions assigned to the CCDRs, consistent with

priorities and resources. The JTS enables the development and management of

joint training programs that encompass training and education of individuals,

staff elements, entire staffs, and units assigned to the command through self-

study, seminars, exercises, and sequenced programs of pre- and post-exercise

training support. Joint training programs are repetitive and enduring

processes to improve joint readiness that use the JTS to identify training

requirements (mission capability gaps expressed as training objectives (TOs));

develop, resource, schedule, and execute training events that train the correct

audiences to established standards; and assess that training to determine how

well it achieved the designated TOs. JTPs provide commander’s guidance and

a comprehensive plan of action to link training requirements with training

events to accomplish training audience objectives. JTPs may be published

within the campaign plan framework.

c. The Joint Lessons Learned Program (JLLP), through the Joint Lessons

Learned Information System (JLLIS), enhances the development and execution

of joint training programs by recording and assessing observations submitted

throughout the application of JTS processes and phases. JLLIS is the DoD

lessons learned system of record and enables the collection, management,

resolution, and dissemination of lessons learned data as described in detail in

references f and g. JLLIS facilitates the collection of observations, issues, and

best practices from joint activities including engagement, planning, training,

exercises, operations, and real world events. Once identified, analyzed and

validated, relevant issues, best practices, and lessons learned should

subsequently influence and inform decisions during the application of JTS

Phases I, II, and III processes concerning the analysis, planning, development,

resource allocation, generation, and execution of required training that

changes behavior and improves performance.

d. JTIMS is designed to assist CCDRs and Services in managing their joint

training programs. JTIMS is the Chairman’s authoritative information

management system supporting planning and execution of the JTS. JTIMS

software automates management of data elements that support application of

the four phases of the JTS, including training inputs to DRRS-S readiness

reporting. JTIMS and DRRS-S wholly incorporate the authoritative database of

approved joint tasks defined in the Universal Joint Task List (UJTL), which

resides in the UJTL Task Development Tool (UTDT) on the Joint Electronic

Library+ (JEL+). It is available to all government users via Secret Internet

Protocol Router Network (SIPRNET), and on the NIPRNET.

CJCSM 3500.03E

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B-4 Enclosure B

(1) Phase I (Requirements): CCMD, Service Component, RC, CSA,

NGB, and subordinate joint command joint and/or agency mission-essential

tasks (J/AMET) are selected in DRRS-S from approved UJTs. Joint and/or

agency mission-essential task list (J/AMETL) information in DRRS-S is

transferred to JTIMS to support phases I through IV of the JTS.

(2) Phase II (Plans): JTIMS and JLLIS support the development of an

integrated JTP between a joint force command, supporting commands, CSAs,

and applicable members of the joint, interagency, and multinational

community. JTIMS supports the collaborative development/production of

global and local joint training schedules to include an online scheduling and

deconfliction capability.

(3) Phase III (Execution): JTIMS supports training event planning,

coordination, execution, review, and analysis, and supports the coordination of

this information across subordinate and supporting organizations for

refinements needed within the Joint Event Life Cycle (JELC). Observations of

training audience performance are collected during and following execution of

the training event within both JTIMS and JLLIS. Synthesis and analysis of

observations begins to identify issues that are validated during hot washes and

facilitated after-action reviews (FAARs). Validated observations enter the JLLP

issue resolution processes, and may be formally recommended for inclusion in

command corrective action processes.

(4) Phase IV (Assessment): JTIMS supports assessment of joint

training events by automating the ability to produce TPAs, derived from the

training proficiency evaluations (TPE) from the execution phase. Once

approved by the task office of primary responsibility (OPR), JTIMS publishes

the approved training assessment data (TPA) making it available for the

Commander to assess in DRRS-S. Concurrently, JLLIS observations are

analyzed, validated, and submitted through the JLLP issue resolution process.

3. The Joint Training System (JTS): Input, Process, and Output (IPO)

Progression. The JTS uses an IPO progression in which the output, or product,

from one phase provides input to the next phase in the system. Table 1 depicts

the inputs, processes, and outputs typically associated with each JTS phase.

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B-5 Enclosure B

Requirements

Plans

Execution

Assessment

 National Military

Strategy (NMS)

 Defense Planning

Guidance (DPG)

 GEF

 JSCP

 Presidential and

SecDef Directives

 Treaty Obligations

 UCP

 DoD Directives

 Command Plans

(OPLANs/

CONPLANs)

 Higher HQ JMETL*

 Joint Doctrine

 Commander’s

Guidance

 Integrated Priority

List

 UJTL*

 Service Task Lists

 Lessons learned,

observations, issues,

and best practices

 After Action Reviews

(AARs)

 Issue resolution

outcomes

 Mature Joint

Concepts

 J/AMETL (T/C/S/O)*

 CJCS Joint Training

Guidance/High Interest

Training Issues (HITI)

 CCMD High Interest

Training Requirements

(HITRs)*

 Joint Doctrine

 Standard Operating

Procedures (SOPs)

 Training Guides

 JLLIS observations, issues,

best practices, and lessons

learned

 Commander/ Director

Training Guidance*

 DRRS-S Assessments

 TPA/MTA*

 campaign plan

 Command,

Component, and

Agency JTPs*

 Relevant LL

 JLLIS Observations

 Campaign Plan

 JTP*

 TPO/TPEs *

 Informal Results

 Actual Operations

 Relevant LL

 External Inputs

 Other Feedback

 Hot washes

 FAAR

 AAR

 JLLIS observations, issues,

best practices, and lessons

learned

 Conduct Mission

Analysis to Identify

Tasks

 Select Approved Joint

Tasks from UJTL*

 Select/Apply

Essentiality Criteria

 Select J/AMETs*

 Select Responsible

Organization for each

MET*

 Determine and select*

relevant Conditions

(Operational

Environment) and

Standards (Measure

and Criterion)

 Identify Supporting

Tasks*

 Commander/

Director Approves

J/AMETL

 Review issues,

themes, trends and

threads, and AARs

identified in Phase IV

Assessments

 Review lessons

learned, observations,

issues, and best

practices

 Revise Training Guidance*

 Analyze J/AMETs

 Review TPA of joint mission-

essential task (JMET) -

Organizations*

 Refine Training Audience

based on TPA*

 Develop TO*TOs

 Determine Training

Methods*

 Design Training

Event/Schedule Resources*

 Publish JTP *

 Review JLLIS observations,

issues, best practices, and

lessons learned

 Execute JELC for

Academic Training

Events and Exercises

 Develop/Capture*

Task Performance

Observations (TPO)*

 Review TPO*

 Determine/

Document* TPE level

 Develop/forward AAR*

 Validate observations

and approve for JLLIS

export

 Training and Exercise

Input to the campaign

plan

At each command echelon, and

within each subordinate

organization,

Commanders/Directors:

 Analyze TPEs* from Phase III

 Review relevant lessons

learned

 Review lessons learned,

observations, issues, and

best practices

 Prepare J/AMETL and

supporting tasks

assessment

 Develop TPAs*

 Develop MTAs*

 Obtain Commander’s

approval of TPAs and MTAs

 Document audience TPAs

and mission MTAs in JTIMS

 Determine/forward lessons

 Identify/forward Issues

 J/AMETL (T/C/S/O)*

 Training and exercise

issues

 campaign plan

 Command/Agency JTP

 Component Training Plans*

 Training and Exercise Input

to campaign plan

 TPO*/TPEs*

 AAR

 Commander’s

Summary Report (CSR)

 Export validated

observations to JLLIS

 Training Guidance*

 TPAs*, MTAs*

 Validated lessons learned

 Refined Issues

 (HITI)

* Supported by JTIMS

Note: Acronyms and definitions are listed in Glossary.

Table 1. JTS Inputs, Processes, and Outputs Progression

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4. Phase I: Requirements. Phase I (Figure 2) of the JTS is a commander-led

staff process that relies on mission analysis (reference h) to identify mission

tasks and refine them into the most essential mission capability requirements

that become the command METs. These METs, selected from the UJTL, make

up the command JMETL and are entered into the DRRS-S enterprise

(references d and i) and made available to JTIMS to support the development,

management, and execution of JTS Phase I processes and products. CSA

Directors and other supporting organizations should consider strategic policy

and guidance, supported command mission guidance, plans and METs to focus

their guidance to staffs and supporting elements in following the same mission

analysis process to derive AMET and supporting tasks. AMETs must also be

selected from the UJTL. J/AMETLs provide the foundation for deriving joint

training requirements used to develop JTPs and training and exercise inputs to

campaign plans.

Figure 2. Phase I Requirements Overview

a. The J/AMETL developed in the Phase I Requirements process

establishes a direct connection between the National Military Strategy (NMS)

and the CCDR’s strategy, assigned missions, operational plans, tasks inherent

in those plans, and joint training responsibilities. The CCMD’s JMETL

provides the foundation, through assessment of current capability, for deriving

joint TOs to be incorporated in Phase II Plans. DRRS-S and JTIMS support the

documentation of J/AMETLs, including tasks selected from the UJTL,

conditions, standards, and organizations. DRRS-S, JTIMS, and JLLIS retain

consistency between systems and processes through the selection from and

incorporation of approved UJTs. The UJTL is the common joint

standardization or denominator between joint systems and processes. The

outputs of Phase I are CCMD JMETL, approved by the CCDR, and CSA AMETL,

approved by the CSA Director. The approved J/AMETLs are entered into

DRRS-S and transferred to JTIMS to support the development, management,

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B-7 Enclosure B

and execution of other JTS products. Only approved UJTL task titles translate

to other joint systems. Edited titles revert to the approved UJTL title.

b. CCMD joint force development considerations are also identified during

the requirements phase with the identification of valid joint solutions and

capabilities for integration into designated joint training events. These are

reflected as part of deliberate planning in the CCMD’s JTP.

5. Phase II: Plans. The purpose of Phase II (Plans) (Figure 3) is to produce a

JTP. Commander’s/Director’s Training Guidance and the command J/AMETL

assessment (including overall current capability assessment) drive the

development of the JTP and Individual Learning Plans which provide a

comprehensive plan of action to link assessment derived training requirements

with training events to accomplish training audience objectives. Inclusive in

the JTP are the Commander’s Training Guidance, TOs, Training

Events/Exercises, Milestones, Expenses, and valid joint solutions and

capabilities designated for integration into joint training events. The plans

phase is initiated by conducting an assessment of current capability against

mission capability requirements (JMETL) and relevant lessons learned. The

resulting capability gaps are joint training requirements and determine who

must be trained to perform what task. A large portion of the assessment that

should lead to training requirements identification is derived from TPAs and

mission training assessments (MTAs) (Phase IV, Assessment). JTPs and

training and exercise inputs to campaign plans are developed, coordinated, and

published in JTIMS. This is in order to identify the commander’s training

guidance, individuals and organizations who need training (training audiences),

the training required (TOs), the training events needed to satisfy those

objectives, the estimated resources required to conduct the training events,

and coordination needed to attain the required levels of training proficiency.

a. JTIMS is designed to assist CCMDs/CSAs in developing, managing and

approving their JTPs. The JTP is tied to the CCMD/CSA J/AMETL through

assessed training requirements and identified TOs. It identifies audiences

requiring training and the events, with resources, needed to train them to

accomplish the required tasks, under relevant conditions, to meet required

standards.

b. As resources are identified, either academic or exercise joint training

events are developed in JTIMS and scheduled in the JTP using the JELC

methodology. The JELC, an event planning process within the JTS Phase III

(Execution), consists of five stages: design; planning; preparation; execution;

and evaluation, analysis, and reports. The JELC can be performed in a matter

of hours or days for individual or staff joint training events, but often is lengthy

when applied to larger joint exercise events (Enclosure E, and reference j).

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B-8 Enclosure B

c. Joint training events are categorized within four tiers based upon their

intended training audience. The tiers do not characterize the relative

importance of a training event, but help to clarify the training efforts required

to execute joint training programs. Tier 1 events are national level and CCMD

strategic and operational training events; tier 2 are JTF training; tier 3 are

functional and Service Component training; and tier 4 is individual

organizational training. See references a and j for additional details.

Figure 3. Phase II Plans Overview

6. Phase III: Execution. The purpose of Phase III (Execution) (Figure 4), is to

conduct the events planned in the JTPs, to evaluate the training audience

performance in the events relative to specified TOs, and to assess the value of

approved joint solutions and capabilities that are integrated into designated

joint training events. In Phase III, the event planning started in Phase II is

finalized with detailed and specific resources allocated to each event. The focus

of the execution phase is preparing, executing, and evaluating each discrete

joint training event in the CCMD’s JTP. CSA JTPs may require stand-alone

events, within the agency, or may be incorporated into the events conducted by

the CCMDs.

a. Joint training events, either academic or exercise, are developed and

executed using the five-stage JELC methodology. Task performance

observations (TPO) are captured and reviewed in JTIMS to assist in

determining the TPE of the training audience. TPOs are a listing of observer

reports that measure whether the training audience achieved the stated level of

performance specified in the TO.

b. Potential DOTMLPF-P issues and observations are also identified and

captured in JTIMS. Once approved, validated observations can be exported to

JLLIS for subsequent action and resolution. The outputs of Phase III are TPOs,

TPEs, CSR, and validated observations, which provide event results that

facilitate AARs and highlight potential issues or best practices to support the

assessments in Phase IV.

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B-9 Enclosure B

Figure 4. Phase III Execution Overview

7. Phase IV: Assessment. The fundamental purpose of Phase IV (Assessment)

(Figure 5), is to determine which organizations within the command are able to

perform at the level required to meet the task standard(s), and which missions

the command is trained to accomplish. Assessments also identify which

integrated joint solutions and capabilities demonstrated joint force

development value. Assessment is a commander/director responsibility, and

the monthly training assessments published from JTIMS to DRRS-S on

training audience performance directly support the determination of overall

command readiness to perform its missions. During Phase IV, the

commander/director assesses the organization’s training proficiency each

month using the outputs from multiple training events, real-world operations,

and engagement activities. The assessments seek to answer the questions, “Is

the organization capable of accomplishing specific tasks?” and, “Is the

command capable of meeting the required performance standards for its

assigned missions?”

a. TPAs. Within the CCMD, staff directors, subordinate joint force

commanders, and Service Component Commanders conduct an assessment of

their respective organization. The same process is done in CSAs and other

supporting organizations by staff directorate leads. The commander/director

considers TPEs, lessons, and personal observations in determining the

assessment. Assessments of less than fully trained proficiency on existing

J/AMETs, combined with any new J/AMETs and commander/director

guidance, form the primary training requirements for the next training cycle.

NOTE: The CCDR, who has CCMD authority over assigned forces, is ultimately

responsible for the training assessment of those forces. Where the forces are

assigned to a supporting commander or CSA director, the supported

commander may provide a recommended TPA.

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B-10 Enclosure B

b. JTIMS supports the assessment of joint training by automating the

ability of joint organizations to produce TPAs, derived from the TPEs and the

lessons captured during the Execution Phase. Once the TPAs for each task are

completed and approved in JTIMS, the TPA with all supporting issue and

resolution data will be published and visible in DRRS-S to support the

commands’ overall task readiness assessment. The TPAs and J/AMETs

associated with specific missions are then analyzed to produce MTAs.

Commander’s judgment, supported by objective data input, forms the MTA for

each mission. The commander/director should determine whether the

command/CSA is trained to accomplish the mission.

Figure 5. Phase IV Assessment Overview

c. The training assessment completes the joint training cycle and along

with an annual J/AMETL review, forms the foundation for the next cycle. The

assessment serves several purposes, both internally and externally. First, it

identifies performance shortfalls that help define future training requirements.

Second, it measures the command’s ability to perform assigned missions,

which translates into training inputs to readiness. Third, it documents lessons

learned (techniques, procedures, or practical solutions) to assist other

commands in accomplishing their missions. Finally, issues are identified that

can be solved internally and potentially rechecked in the next cycle and those

that may preclude command training to a desired standard in the future.

These issues are part of the commander’s/director’s overall readiness

assessment and should be reported to appropriate external command echelons,

or through existing readiness processes. The outputs of Phase IV are TPAs and

MTAs, and joint capability gaps, which are then used in Phase I to review

existing operational plans, J/AMETL, and identify joint concept development

and experimentation requirements. The outputs are used in Phase II to

support development of future training requirements; and for lessons learned,

joint force development requirements, and issues beyond the capability of the

CCDR to resolve.

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B-11 Enclosure B

8. The Joint Training Planning Cycle

a. The JMETL review is a Commander-led staff process that is completed

annually (Figure 6). This review should be continuous throughout the year,

based on known changes to assigned missions, new commanders being

assigned, or lessons learned being applied to improve operational plans.

Within supported CCMDs, change recommendation inputs should be

scheduled far enough in advance (1-2 months) to allow adequate staffing for

CCDR JMETL approval by 30 September. Supporting commands/CSAs may

take until December, if necessary, to complete their J/AMETL review due to the

need to consider the supported command’s final JMETL.

Figure 6. Joint Training Planning Cycle

b. The Integration and Exercise Workshop (IEW) normally occurs in the

winter (January/February) and addresses civilian partner needs and interests

and DoD-wide training and exercise opportunities; collaboration with the intent

to identify and agree upon participation in each other’s major preparedness

activities; and exercise scheduling and deconfliction. Concurrently, an exercise

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B-12 Enclosure B

force sourcing session confirms force availability for the upcoming fiscal year

(FY).

c. JTPs detail CCMD/CSA training resource requirements. The staggered

publication of JTPs facilitates the synchronization of resources to support joint

training events. JTPs are published annually in March by the GCCs and NGB,

May by the FCCs, and July by the CSAs, or, in consonance with the CCMD

campaign plan development cycle.

d. Following submission of the JTPs and until the Worldwide Joint

Training Conference (WJTC), which meets in August/September, the CCMDs,

CSAs, Services, and Joint Staff attempt to align resources with their JTP

submissions. At the WJTC, the available resources are reviewed by the Joint

Staff, CCMDs, and Services, thus providing the CCMDs the latest resource

information for their fall theater scheduling conferences.

e. At the completion of the fall CCMD theater scheduling conferences, the

commands enter their final resource-informed schedules into JTIMS. Exercise

data must be published by the data owner to provide full visibility across the

joint training community. Data owners are able to coordinate and manage

their draft data within their organizational user community in JTIMS prior to

publication. Once all CCMDs and CSAs have published their events, JTIMS

provides a comprehensive event calendar to support scheduling and

deconfliction of employment and milestone dates.

9. Joint Training System (JTS) Summary. The JTS embodies a systematic

approach to assist commanders in ensuring readiness levels required in their

command are met through effective joint training. The purpose of the JTS is to

enable CCDRs, Services, RC, CSAs, and the NGB to define their mission

capability requirements, mitigate risk, make decisions, prioritize resources, and

effectively serve as advocates to their HQ and subordinate and supporting

organizations while developing and conducting their Joint Training Programs

under joint training policy and procedures established by the Chairman.

Commanders at all echelons are responsible for their organization’s training,

and ultimately the readiness of the staffs and forces assigned to their

command. JTIMS supports the documentation, facilitation, and execution of

processes within all four JTS phases. JTIMS is the joint system of record to

support management of joint training programs.

a. Phase I (Requirements) results in CCMD JMETL and CSA AMETL.

b. Phase II (Plans) results in CCMD and CSA JTPs.

c. Phase III (Execution) results in the execution of training events, and

identification of TPOs, TPEs, and validated observations.

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B-13 Enclosure B

d. Phase IV (Assessments) results in development of TPAs and MTAs,

lessons learned, themes, trends and threads, after action reports, and issues

requiring resolution outside of the command or CSA.

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B-14 Enclosure B

(INTENTIONALLY BLANK)

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C-1 Enclosure C

ENCLOSURE C

PHASE I (REQUIREMENTS)

1. Introduction. Phase I begins when a new organization initiates METL

development, when an existing organization conducts its annual METL review,

or as required by the commander or director. Phase I ends when the

commander or director approves the J/AMETL. Phase I identifies the

capabilities required to accomplish each assigned mission and documents

those capabilities in the form of JMETs. This process establishes the linkage

between the NMS and CCMD missions, operational plans, and tasks inherent

in those plans and joint training. The J/AMETL reflects and consolidates

mission capability requirements into a single list of tasks required for the

commander/director to accomplish assigned missions; i.e., in order to

accomplish (this mission), these organizations must accomplish (these tasks),

under (these conditions), to meet (these standards). While the development of

the command J/AMETL is NOT a training function, the J/AMETL is

fundamental to the joint training processes and provides the basis for deriving

the command joint training requirements necessary for the development of

JTPs in Phase II (Plans). The J/AMETL development process must be a

commander-led, command-wide endeavor with all staff elements represented

and contributing to a command process. The JMETL is the foundation for all

joint training.

2. Purpose. This enclosure describes the process for developing a J/AMETL

comprised of UJTs, conditions, standards, and responsible organizations. The

J/AMETL helps answer the fundamental readiness question: “Ready to do

what?”

3. Phase I: Inputs, Processes, and Outputs. Phase I inputs include strategic

guidance documents, higher HQ orders, plans, assessment information, and

reference material. The processes identify the method for taking the inputs

and producing the J/AMETL. These will be described in the detailed steps of

J/AMETL development in paragraph 4 of this enclosure. The outputs of Phase

I are the J/AMETLs (including staff, subordinate, and command-linked tasks),

their associated conditions and standards, and the organizations responsible

for the accomplishment of each task. The Build METL module in the DRRS-S

and similar mission management tools in Service DRRS-S systems support

these processes. It allows users to create and enter their J/AMETL, selecting

UJTs from the UJTL and/or Service Task Lists database, and associate that

J/AMETL with multiple missions. The J/AMETL developed in DRRS-S is

transmitted via Web services to JTIMS to implement joint training processes

that support the development of JMETL-based TOs, the execution of joint

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C-2 Enclosure C

training events, and the assessment of demonstrated capabilities. The Phase I

(Requirements) inputs, processes, and outputs are depicted in Figure 7.

Figure 7. Phase I, Requirements: Inputs, Processes, and Outputs

4. Joint and/or Agency Mission-Essential Task List (J/AMETL) Development.

This process establishes the linkage between national level strategy,

operational plans and orders, and the essential tasks joint organizations must

successfully execute. The final products are J/AMETL, with supporting tasks

that reflect and consolidate mission capability requirements. The effective

development of J/AMETL are dependent upon command involvement at every

level. Command guidance – to include the commander’s intent and estimate –

early in the mission analysis and development process is crucial to the

selection of what is essential to the mission, and identifying the critical

elements that define mission success. The supported CCDR must articulate

his mission and his JMETL to his subordinate component commands, CSAs,

and supporting commands, who, in turn, develop their own supporting

JMETLs, AMETLs, or Service METLs which provide the basis for determining

joint training requirements in Phase II (Plans). The J/AMETL development

process is an orderly and sequential series of inputs and outputs. The process

steps (Figure 8) should be used if the joint organization has not identified its

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C-3 Enclosure C

J/AMETL, if there has been a change in missions or strategy since the last

training cycle, or if the organization wishes to revalidate its J/AMETL.

Figure 8. J/AMETL Development Process

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C-4 Enclosure C

a. Step 1. Conduct mission analysis to determine specified and implied

tasks. The mission is the task or set of tasks, together with the purpose, that

clearly indicates the action to be taken and the reason for doing so.

Commanders and their staffs use operational planning procedures to conduct

mission analysis of their assigned mission to determine specified and implied

tasks (Figure 9), and develop a concise mission statement. Mission statements

contain those tasks that are essential for the successful accomplishment of the

assigned mission. In a CSA, the mission analysis is performed on all

assignments and considers mission support required by supported CCDRs.

For the CCMD planner, mission tasks more typically can be selected after the

joint operational planning process (JOPP) is complete using operation plans

(OPLANs), concept plans (CONPLANs), or the campaign plan as reference

documents. Operational planning processes are described in detail in

reference h and k. The output of Step 1 is a concise mission statement,

expressed in terms of who, what, when, where (task parameters) and why

(purpose). The mission statement should frame a clear, concise statement of

the mission objectives to be accomplished and the purpose to be achieved, and

should provide planning guidance for the staff and subordinate commanders.

Figure 9. Step 1: Identify Specified and Implied Tasks

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C-5 Enclosure C

b. Step 2. Select Mission Tasks from UJTL. Once essential tasks are

identified from the mission analysis process, appropriate UJTs are selected as

METs in DRRS-S. Selecting UJTs that contain the specified and implied task

actions provides a common language to document required capabilities and

identify required resources. The UJTs are customized for the METL through

the application of standards and conditions. The resultant list of mission tasks

are capabilities associated with each assigned mission (Figure 10). UJT titles

may not be edited within the J/AMETL. If relevant tasks cannot be found in

the UJTL, a candidate or urgent UJTL task may need to be established and

approved using the procedures described in references l and m.

Figure 10. Step 2: Select Mission Tasks from UJTL

(1) The UJTL serves as a library of approved joint mission tasks and

suggested measures that are used to describe the functional capabilities that

CCMDs, Service Components, CSAs, or other joint organizations require in

executing potential missions. The UJTL is augmented with the Joint

Conditions list.

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C-6 Enclosure C

(2) The output of Step 2 is the mission task list. The end state of Step

2 is to capture the required functions, documented in mission tasks, of all

subordinate joint force commands, Service Components, and supporting

organizations involved with accomplishing the mission: identify what must be

done at each echelon of command, and in each functional area at each echelon

of command, in order to accomplish the mission.

c. Step 3. Determine Essential Tasks from Mission Tasks. This step

determines which tasks are essential by applying the commander-/director-

approved definition of essentiality for each mission (Figure 11). This definition

is then applied to each mission task identified during mission analysis.

Figure 11. Step 3: Determine Essential Tasks

(1) The definition, or criteria, of what makes a task essential is specific

to each mission. The core criteria of essentiality are whether or not the

objective can be attained and the mission accomplished without the task being

performed to the standard.

(2) The selection of a task as “mission-essential” is NOT synonymous

with selection of a “training requirement.” The training assessment of the

organization responsible for accomplishing the task determines training

requirements, i.e., are they trained? The MET determination is purely

contingent on the contribution of the task to meeting mission objectives and

accomplishing the mission.

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C-7 Enclosure C

(3) Once the commander approves the essentiality criteria, it is applied

to the mission tasks and the essential tasks are identified for each mission.

The commander must determine the “essential standard” in deciding and

identifying which tasks are essential (i.e., determine if the task must meet all

criteria or a percentage of the criteria). Collectively, those tasks identified as

mission-essential to accomplishment of the command’s missions become the

command’s J/AMETL.

d. Step 4. Identify responsible organizations (OPRs), describe conditions,

and establish standards. Once the J/AMETL tasks have been identified, OPRs

are responsible for developing task performance, the conditions (physical,

military, and civil) affecting the performance for each task, and the standards

(measures and criteria) of task performance that will constitute successful

mission accomplishment (Figures 12-14). Once determined for all assigned

missions, the list of JMETs with organization, conditions, and standards, plus

supporting tasks, constitutes a command’s J/AMETL. A detailed discussion of

selecting conditions and developing standards is found in references l and m.

Figure 12. Steps 4-6: Identify Organizations, Conditions, Standards, and

Supporting Tasks

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C-8 Enclosure C

Figure 13. Conditions

Figure 14. Standards

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C-9 Enclosure C

e. Step 5. Identify staff task, subordinate unit task, and command-linked

task linkages. The determination of which subordinate joint forces, Service

Components, or other supporting organizations contribute to accomplishment

of a MET establishes the staff task, subordinate unit task, and command-

linked task relationships. The key question in making these linkages is, “To

determine the readiness of this MET, what other task’s readiness must be

known, and who does that task for this organization?” JMETs and/or METs

required for accomplishment of the CCMD mission are identified by each

subordinate Joint Force, Service Component, and other supporting

commanders/directors, both internal and external to the command. Staff

tasks, subordinate unit tasks, and command-linked tasks are characterized in

both DRRS-S and JTIMS as “supporting” tasks. Selection from the UJTL

allows subordinate and supported commanders to find easily the joint task and

the best capability to accomplish “supporting” tasks. These “supporting” tasks

are identified as essential to the accomplishment of a command JMET.

(1) A staff task is performed by the organization’s internal staff

elements. MET OPRs coordinate with organizational staff elements when

developing or refining the METL to determine appropriate tasks, conditions,

and standards that allow the MET to be accomplished to standard. Staff task

OPRs are also assigned. As with METs, these tasks should strongly connect to

the mission – they should not be routine activities, such as keeping the facility

clean, maintaining computers, conducting training (unless one of these is the

organization’s mission), etc.

(2) A subordinate unit task is performed by organizations in the

J/AMETL owner’s chain of command. For ongoing operations, these will be

assigned forces, such as in place forces or existing JTFs or components. For

planned or assigned named operations, these will be a mix of assigned or

allocated, organizations and units, joint and/or Service.

(a) Commanders and their staffs in higher organizations assign

missions to subordinate organizations based on their own mission analysis.

However, a subordinate unit or HQ may not have a METL or its METL may not

offer the capabilities needed for that particular mission. In that case, a

subordinate task may need to be developed in coordination with the

subordinate organization or unit. These subordinate unit tasks, along with a

complete and clear higher mission statement and command guidance, provide

direction and focus for subordinate mission preparations.

(b) Each subordinate joint organization creates its own J/AMETL in

the same manner as the higher command. That is, it does its own mission

analysis of the higher organization’s mission statement, guidance, and the

subordinate unit’s assigned tasks. It then derives its J/AMETL in support of

the higher command mission based on the mission tasks assigned by the

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higher command. The subordinate organization’s own identified essential

tasks, and associated conditions and standards, must correlate with and

support the J/AMETL of the higher HQ responsible for the overall mission

execution.

(3) A command-linked task is performed by organizations external to

the J/AMETL owner’s chain of command. Operational doctrine refers to these

organizations as supporting commands. J/AMETL owners should select

command-linked tasks directly from the linked unit’s existing METL. As with

subordinate unit tasks, if the appropriate task cannot be identified, the linking

(supported) organization coordinates directly with the linked (supporting) unit

to determine how to identify the required capabilities. As with subordinate

units, supporting organizations will need to conduct their own mission analysis

to determine their supporting J/AMETL with appropriate conditions and

standards that support the supported command. The act of command-linking

tasks in DRRS-S nests the identified tasks within the J/AMETL structure and

informs the organization’s assessment process. Command-linking is intended

for information exchange and for assessment feedback, and can be used both

by the supporting command to link to the supported command or by the

supported command link to the supporting command.

f. Step 6. Commander/director approves J/AMETL. The final step of

Phase I is the approval of the J/AMETL by the commander/director. The

approved J/AMETL consists of the collective METs, with conditions, standards,

responsible organizations, and supporting tasks, required for the organization

to execute successfully its assigned mission. The desired end state of Phase I

(Requirements) is a single, integrated J/AMETL that documents the required

capabilities of the entire command, including supporting commands when

tasks are linked.

(1) JTIMS provides a number of reports and queries that will generate

J/AMETL documentation, such as the Mission Capability Matrix or J/AMETL

Report. These reports detail the association between the JMET and MET for

each mission, identify the OPR for each task, and display the conditions and

standards for all tasks in the J/AMETL. The CSA Director AMETL, approved

by the Director, and supporting component command METL are based upon

mission support for specific CCDRs as well as mission support to others.

(2) Once the JMETs are entered in DRRS-S, the CCMD JMETL is

published and ready for Mission and Task Assessment in DRRS-S.

Concurrently, the JMETL is provided to JTIMS making it available to the

Command for JTP management and the other members of the joint community

for review. This JMETL serves as the foundation for development of the CCMD

JTP. JMETL assessment is the next critical element in identifying joint training

requirements that might be satisfied in the command JTP.

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5. Products and Milestones. The output created in Phase I (Requirements) is

the J/AMETL, which becomes the input to Phase II (Plans) used to develop

JTPs. The following joint training milestones should be met IAW reference a,

Enclosure C, Key Suspense List:

a. Supported command JMETL reviewed not later than (NLT)

30 September, with planning guidance issued to supporting commands and

CSAs. The 30 September deadline allows October through February to develop

a command JTP.

b. Supporting command JMETL and CSA AMETL revisions should be

completed NLT 31 December. The December deadline supports a January

through May process to develop supporting command and CSA JTPs.

6. Summary. The purpose of Phase I (Requirements) in the JTS is to identify

the capabilities required to accomplish assigned missions and to document

those capabilities in the form of J/AMETs. Figure 15 depicts the steps used to

develop J/AMETLs. Determining the capability requirements is accomplished

by conducting mission analysis and identifying the essential tasks that form

the J/AMETL. The J/AMETL defines the organization’s mission capability

requirements in terms of UJTs, conditions, standards, and responsible

organizations. The J/AMETL is the basis for deriving joint training

requirements in Phase II (Plans). The methodology for developing the J/AMETL

ensures that joint training is requirements-based, trains the force the way it is

intended to operate, and is focused on the essential tasks required to

successfully accomplish assigned missions. The output of Phase I

(Requirements) is the commander/director approved J/AMETL. The approval

of the J/AMETL provides the transition from Phase I (Requirements) to Phase II

(Plans).

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Figure 15. J/AMETL List Development

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ENCLOSURE D

PHASE II (PLANS)

1. Introduction. Phase II (Plans) begins when the commander or director

approves the organization J/AMETL and ends when the organizations JTP or

training and exercise inputs to the campaign plan are published. The purpose

of the phase is to develop the JTPs and training and exercise input to the

campaign plan describing the events and resources needed to train individuals

and organizations responsible for accomplishing the command’s or agency’s

J/AMETLs. Supporting organizations develop JTPs to support their command

or organization JMETL. The purpose of the supporting organization JTPs is to

improve readiness within that organization and be prepared to provide support

to the higher HQ mission.

2. Purpose. This enclosure describes the methodology for developing the JTP

or training and exercise inputs to the campaign plan. JTIMS facilitates JTP

development. J/AMETL are entered in DRRS-S and provided to JTIMS as the

foundation for the JTP. Together, the J/AMETL and output from the

assessment phase provide the basis for the JTP.

a. Training requirements are based on an assessment of current capability

reported in DRRS-S to support the tasks documented in the J/AMETL; joint

TOs are derived from JMETs, conditions, and standards and based on joint

doctrine, commanders’/directors’ guidance, and organizational standard

operating procedures (SOPs). Training methods, modes, and media are

determined based on the assessed level of performance, which determines the

type of training events required. Finally, the initial design of training events,

identification of required training resources, and preliminary schedules are

done in Phase II. Joint training events, once developed, consolidated, and

prioritized in JTIMS, are deconflicted with respect to time, personnel, financial,

and transportation resources.

b. CCMD JTPs require supporting JTPs from inside the command for

assigned and apportioned forces and are linked through command-linked tasks

for supporting plans from outside the command. The outputs of Phase II

(Plans) are the JTPs that define the training audiences, the joint TOs, the

training events and required resources, and the preliminary schedule of events.

The JTIMS JTP format is suitable for all supporting commands including CSAs

and NGB; however, some JTP tabs may not be relevant to CSAs or NGB. These

organizations will use applicable JTP tabs; but at a minimum, they will include

the training guidance, J/AMETL, training objectives, and training events.

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3. Phase II: Inputs, Processes, and Outputs. Phase II inputs include

J/AMETLs, campaign plans, Chairman’s HITIs, and other relevant training

guidance. The processes include an analysis of the J/AMETLs, a

determination of training requirements and audiences, development of TOs and

joint training event schedules, and concludes with the publishing of JTPs. The

outputs of Phase II are the JTPs. Inputs, processes, and outputs associated

with Phase II (Plans) are depicted in Figure 16.

Figure 16. Phase II, Plans: Inputs, Processes, and Outputs

4. Joint Training Plan (JTP) and Campaign Plans Training and Exercise

Development. The JTP and campaign plan training and exercise input

development process (Figure 27) establishes the linkages between an

organization’s J/AMETLs and campaign planning efforts with their associated

assessment narratives from DRRS-S. The resulting capability gaps become

training requirements and determine which individuals and/or organizations

must be trained to perform what tasks. The final products of this phase are

JTPs and training and exercise input to campaign plans. These products

identify the commander’s training guidance, training audiences, TOs, training

events, training support resources, and coordination needed to attain the

required levels of proficiency. The development flowchart (Figure 17) depicts

the inputs, process steps, and output activities in a sequential format.

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Figure 17. JTP and Campaign Plan Training and Exercise Development

Flowchart

a. Guidance on the formatting of the JTP as it is generated in JTIMS is

found in Appendix A, “Joint Training Plan (JTP) Format.” The JTIMS JTP page

provides the training plan analyst the capability to add and edit JTPs, and,

with the commander’s approval, to approve and add a new JTP. The training

and exercise input to the campaign plan can be included in the JTIMS JTP as

Tab A, Commander’s Guidance. The JTIMS JTP Home page is organized into

three sections:

In Staffing - The In Staffing JTP table displays the command/organization’s

working JTP (unapproved). This document is usually for a 4-year period.

Last Approved - The Last Approved JTP table displays the command/

organization’s approved JTP, which covers the current execution year plus 3

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years. The approved JTP includes the Tab A and Tab H attachments and a

snapshot of the METL with assessments and TOs.

Archived - The Archived JTP table displays the command/organization’s

archived JTPs for historical purposes, to include the Tab A and Tab H

attachments and METL snapshot with assessments and TOs.

b. At the conclusion of input in the plans phase, JTIMS will display a fully

developed JTP, with supporting Tabs A-H, reflecting the training requirements

for missions designated in the commander’s/director’s guidance. Training

requirements not identified within the JTP will not be Combatant Commanders

Exercise Engagement (CE2) funded. The JTP lists required forces in detail for

at least the first year of the planning cycle and events for all years covered by

the last approved Combatant Commanders Exercise Engagement and Training

Transformation (CE2T2) Program Objective Memorandum (POM). Adjustments

on a case-by-case basis are addressed through change requests by the

supported command (reference c).

c. Step 1: Update Commander’s/Director’s Training Guidance. The JTP is

a planning document. It is the commander’s/director’s plan for how staff and

forces will be trained to conduct and support joint operations. The existing

training guidance must be revised and updated based on operational and

training events conducted over the previous year, current TPAs, MTAs, lessons

learned, commander/director guidance or directives, and how training

resources should be used to reach the desired end state. The J/AMETL,

selected lessons learned, and the annual Chairman’s Joint Training Guidance

(CJTG) and updates to assigned missions or campaign plans should be

reviewed, along with other inputs at the commander’s/director’s discretion, to

help shape the guidance and command/agency TOs for the upcoming training

cycle. The end result of Step 1 is the current commander/director training

guidance that will be used to develop the commander’s/director’s JTP: a

document posted in JTIMS that identifies commander’s/director’s intent,

desired end state, area(s) of focus, desired assessments, and the contribution

the training plan should make to the command’s overall readiness.

Alternatively, the JTIMS Tab A may be the campaign plan exercise and training

product. A recommended template of the Tab A training guidance is found in

Appendix A to this enclosure. Figure 18 depicts data inputs, process steps,

and data output of Step 1.

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Figure 18. Step 1: Update Commander’s/Director’s Training Guidance

d. Step 2: Analyze J/AMETs. In Phase I (Requirements), J/AMETs were

identified based on the analysis of assigned missions and the commander’s

intent for accomplishing those missions. In Step 2, each J/AMET is analyzed

to determine the processes and/or procedures derived from appropriate

documents (JMETL, joint doctrine, SOPs, Service doctrine, relevant lessons

learned, TTP, etc.), that must be used to successfully accomplish each

J/AMET. These processes and procedures form the basis of what must be

trained. Figure 19 depicts data inputs, process steps, and data output of Step

Figure 19. Step 2: Analyze J/AMETs

e. Step 3: Develop Training Requirements. Training requirements are

based on an assessment of the training audience’s current capability

individually, as a staff element, or as a joint staff team to execute command

missions and the commander’s training guidance. This step involves a review

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D-6 Enclosure D

of training and overall mission assessments from DRRS-S, and the training

audience TPAs for each J/AMET and MTAs for each J/AMETL. From this

review of TPAs, a refined list of training audiences that require training is

developed. Gaps or shortfalls between current mission capability and the

required mission capability identified in the J/AMETL may also become

training requirements that can be mitigated through training events in the next

JTP. Figure 20 depicts data inputs, process steps, and data output of Step 3.

Figure 20. Step 3: Develop Training Requirements

(1) In a mature training program with no significant changes in

mission, TPAs and MTAs developed in Phase IV (Assessment) of the last

training cycle are available to assess the training audience. A TPA is an

assessment of the command’s/agency’s training status for each J/AMET

relative to the task standards and associated conditions. A more cumulative

assessment, an MTA is the commander/director assessment of the

organization’s demonstrated capability for each mission based on TPAs and

subordinate and supporting organizations’ MTAs for the J/AMETs comprising

that mission.

(2) When a new mission is established, a commander/director may

conduct a preliminary TPA and MTA of the J/AMETs associated with it (i.e., an

assessment with little or no supporting data from a training cycle). Where a

new mission identifies J/AMETs selected in other missions, the TPAs for those

J/AMETs, evaluated in the last training cycle for other missions, may support

the “out of cycle” assessment.

(3) Training requirements are identified by comparing the current

proficiency levels with the required levels defined in the J/AMET standard, or

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D-7 Enclosure D

as stated in the commander’s training guidance. Other training requirements

may be identified in the commander’s training guidance as well.

f. Step 4: Develop Joint TOs for the Training Audience and Determine

Training Methods, Modes, and Media. The joint training requirements (joint

training audience or supporting organization assessed as requiring training on

specific J/AMETs) are translated and consolidated into TOs. A TO is a

statement that describes the desired outcome of a joint training activity in

terms of performance, audience, training situation, and level of performance.

TOs are derived from JMETs, conditions, and standards and based on joint

doctrine, commander’s guidance, and organizational standing operating

procedures. Subordinate and supporting organizations establish their own

organizational TOs as directed by their commander/director to be prepared for

the supported commander’s required level of performance in the joint training

activity. Focused TO workshops related to specific joint training events are

often conducted to develop additional specific organizational TOs if those in the

JTP do not provide enough fidelity. Figure 21 depicts data inputs, process

steps, and data output of Step 4.

Figure 21. Step 4: Develop Joint TOs

(1) Joint TO properties (Figure 22). A joint TO is based on a specific

J/AMET, or set of J/AMETs, and built around a template that consists of:

(a) A specific performance objective requirement (describes the

processes and procedures the specific audience needs to accomplish to support

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D-8 Enclosure D

the J/AMET IAW approved joint doctrine, such as supporting and enabling

tasks).

(b) The training situation (describes the operational environment

based on conditions selected in Phase I (Requirements) and the training inputs

(Master Scenario Event List (MSEL) or MSEL inputs) provided to the training

audience). The training situation describes both the constraints placed on the

training audience by the J/AMET conditions (limited time, marginal

communications, etc.) and the inputs to be provided to the training audience.

perform in order to achieve the performance objective). The level of

performance is determined relative to the J/AMET standard. A level of

performance should answer the questions, who does what, to whom, when,

and what is the product(s)?

(d) The training audience identifies the specific individual(s),

section, board, center, cell, staff, or unit who require the training.

Figure 22: Sample TO: Joint Mission Essential Tasks Strategic Task 3.1

“Perform the Joint Targeting Cycle/Operational” Task 3.1 “Conduct Targeting”

(2) Determining Training Methods, Modes, and Media. Training events

focus on improving individual or collective ability to perform. The most

appropriate training methods, modes and media, balanced against the “best

possible” training construct within resource availability constraints, are

selected to achieve the specified TOs. There are two fundamental training

methods: academics and exercises. Each of these methods can be further

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D-9 Enclosure D

categorized as techniques (modes) and training support tools (media) to

conduct the training event. Joint training can also be accomplished through

execution of a combination of both academic and exercise methods in any

specific training event. Matching the training support tools available with the

training required must be optimized to train efficiently and effectively. A

detailed discussion of methods, mode, and media selection is in Appendix B.

Figure 23 depicts the relationship between training audience and methods,

modes and media.

Figure 23. Joint Training Methods, Modes, and Media

g. Step 5: Design and Schedule Training Events. In Step 5, specific

training events are identified and initial design begins, to include funding,

personnel, strategic lift, and timing of each event required to achieve the

training requirements. The forecast of resource requirements identified during

initial event design provides supporting organizations a first look at the overall

resources required. Events are designed and scheduled using JTIMS. During

event creation in JTIMS, exercise planners will also be prompted to determine

whether the event will require a Significant Military Exercise Brief (SMEB).

Figure 24 depicts data inputs, process steps, and data output of Step 5.

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D-10 Enclosure D

Figure 24. Step 5: Design and Schedule Training Events

(1) Force Requests: JTIMS provides the ability to identify U.S. DoD

Force Requirements and USG interagency, coalition, and NGO/IGO exercise

participants. Joint Staff J-7 will assist exercise planners by posting force

provider force sourcing and exercise participation business rules on the JTIMS

Information Center to provide guidance and business rules for requesting,

sourcing, and tracking exercise force or non-DoD USG exercise participants in

JTIMS. References k and n contain additional guidance and have precedence

over guidance in this manual.

(a) U.S. DoD Force Requirements: JTIMS provides the capability to

request forces in support of U.S. DoD exercise force requirements, as well as to

request individual exercise subject matter experts (SME). An exercise force

request is a request for units or capabilities to address exercise requirements

that cannot be sourced from within the requesting organization. The request is

generated because the unit or capability is either not resident in existing

assigned or allocated forces or the unit or capability is not available due to

current force commitments. Exercise force requirements are entered in JTIMS

and sent to the identified Joint Force Coordinator (JFC)/or joint force provider

(JFP) for sourcing. The JFC/JFP will review force requests for accuracy, clarity

and appropriateness (i.e. legal or statutory limitations). Subsequent to the

JFC/JFP review, requests will be forwarded to Service HQ/components to

determine feasibility of support. Force providers will exhaust all sourcing

options before returning the requirement as not available in JTIMS. (NOTE:

Request For Forces are not used to request forces for exercises or individual

requirements.)

(b) Assigned Force Requirements: JTIMS provides the capability to

identify U.S. DoD force requirements that are assigned to the requesting

command. Organizations should select their CCMD/organization from the

force provider drop down list to identify and source organic force requirements.

All organic force requirements (with the exception of those in a draft status) will

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D-11 Enclosure D

be published to the Joint Capabilities Requirements Manager (JCRM), when

the event is published, to support visibility of assigned forces.

identify DoD force requirements that are allocated to requesting commands by

the Secretary of Defense (SecDef). JCRM is used for registering, staffing, and

recording CCMD rotational and emergent unit and capability-based force

requirements and shall be used for the administration, planning, and

management of the allocation process. These allocated forces will be listed in

JTIMS using the same process as “assigned force requirements.”

(d) USG Participation Requirements: JTIMS is used to enter USG

participation requests that require Joint Staff J-7 sourcing assistance. These

are command participation requests that are submitted to Joint Staff J-7 for

sourcing from non-DoD USG federal department and agency HQ in the

Washington, D.C., area (example: Department of State (DOS), Bureau of Near

Eastern Affairs). If a command requires sourcing assistance from the Joint

Staff J-7, they should enter a Federal (HQ) USG Participation Request in the

Events Module-Force/Participation Tab. Once the event is published, the event

team lead can send the USG Participation Request to the Joint Staff J-7, via

JTIMS, to begin the coordination process. In addition, JTIMS is used to

document USG participation requirements that are coordinated directly by the

command with organizations internal to their area of responsibility (AOR) (for

example U.S. Embassy).

(2) GEF Prioritization: Global Force Management (GFM) categorization

via GEF must be applied in JTIMS to JEP, CEP, Theater Security Cooperation

(TSC), and exercises requiring airlift and published to the JCRM.

(a) The GEF provides authoritative guidance needed for

prioritization. Exercise GEF categorization is a decision-making aid when faced

with competing requirements for a limited force pool.

(b) JTIMS provides the capability to identify a recommended GEF

category for events that require airlift or are designated as CEP, JEP, or TSC.

event is submitted to the Joint Staff J-7 to validate when the user group

publishes the event. The event will reflect a “Pending Publish” status until

Joint Staff J-7 completes the review.

(d) The Joint Staff J-7 GEF administrator will review and process

the recommended categories. The administrator can take one of two actions:

1 Concur: Means to concur with the recommended GEF

category and publish the event, allowing further coordination of forces, etc.

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D-12 Enclosure D

2 Edit: Either modify the category with comments and publish,

or remove the category with comments and publish.

(e) When complete, JTIMS will publish the event data making it

available to public view, additional coordination, and export to JCRM. The

migration of JTIMS exercise force requirements to JCRM provides the GFM

process with required real-time visibility and capability to monitor exercise

demands on the force.

h. Step 6: Determine HITRs. Joint force commanders require

interoperable forces. The Services and USSOCOM organize, train, and equip

these interoperable forces and staffs to be employed by the supported

commander. Force providers play a major role in preparing staffs for joint

operations and overseeing the preparation of tactical units and formations

prior to employment. HITRs are a means of addressing tasks required of

Service Component forces, as well as forces not assigned to the CCMD, but

assigned upon plan execution. HITRs normally reference applicable joint or

Service tasks that support the CCDR’s JMETL, and should provide the detail

necessary to develop actionable training plans and guidance. The JTP Tab H is

an optional capability to assist CCDRs in communicating joint capability

requirements guidance to assigned Service Components and JFPs in order to

ensure that the forces provided to the CCMD attain and maintain the desired

readiness to execute CCMD mission capability requirements. Figure 25 depicts

data inputs, process steps, and data output of Step 6.

Figure 25. Step 6: Determine HITRs

i. Step 7: Publish JTP. The final step of Phase II (Plans) is to publish the

organization’s JTP and/or training and exercise input to the campaign plan in

JTIMS. Publishing these products in JTIMS makes them available to the joint

training enterprise. Service Components, RC, CSAs, NGB, and other

supporting organizations can then synchronize their own training plans. JFPs

can also review CCMD JTPs for HITRs linked to key capabilities needed to

support missions in each respective AOR. The CCMD JTP lays out the required

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D-13 Enclosure D

joint training events, with estimated joint training resource requirements, that

take all training audiences from their assessed current levels of performance to

the level of performance required to accomplish the organization’s J/AMETs.

Figure 26 depicts data inputs, process steps, and data output of Step 7.

Figure 26. Step 7: Publish JTP

5. Products and Milestones

a. Some CCMDs conduct training and exercise scheduling conferences or

workshops during the October to December timeframe. Representatives from

the component commands, supporting CCMDs, the Joint Staff, Services, and

other agencies participate in these conferences. Topics include the overall

direction of training programs, Service force requirements, scheduling and

deconfliction, and resource planning. Other CCMDs conduct campaign

planning in the October to April timeframe. After the CCMD exercise and

training scheduling conferences, the current JTP is updated in JTIMS as the

foundation for deconfliction across the CCMDs.

b. The annual IEW normally occurs in the winter (January/February) and

includes the participation of all joint training stakeholders as well as the

interagency. The conference is intended to address civilian partner needs and

interests and DoD-wide training and exercise opportunities; collaborate with

the intent to identify and agree upon participation in each other’s major

preparedness activities; and facilitate exercise scheduling and deconfliction.

The Joint Staff J-35 JFC conducts a JTIMS Sourcing Workgroup as part of the

IEW to review the standard force requests for exercises (reference n). After this

conference, CCMDs and Services once again update their event schedules in

JTIMS. These schedules form the basis for the events tab of the JTP.

c. GCCs are required to publish their JTPs in JTIMS by 15 March

annually, or in consonance with their CCMD campaign plan development

schedule. The NGB will publish their JTP by 31 March. FCCs will publish by

15 May annually and CSAs will publish by 15 July annually. GCCs will share

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D-14 Enclosure D

appropriate information contained in their JTPs with their components and

functional commands via JTIMS and IAW their distribution policy. Once JTPs

are published in JTIMS, they are accessible to the joint training community

and may be reviewed via the JTIMS home page.

d. The annual WJTC normally occurs in August/September, and includes

representatives from the Joint Staff, CCMDs, Service Components, Services,

NGB, and CSAs, and sets the stage for planning joint training for the follow-on

FY (13 months hence). The Joint Staff J-7 sponsors the conference to present,

discuss and resolve CCMD, Service component and CSA joint training and

exercise issues, update training guidance, provide resource allocation

information, identify potential scheduling problems, and synchronize joint

training efforts across the joint training enterprise.

e. The CJTG Notice with updated HITIs is published annually NLT 30

September to ensure availability to the CCMDs, NGB, and CSAs for

consideration in developing their JTPs and campaign plans during the following

FY.

f. NLT 30 Sep, GCCs will publish their training and exercise input to their

campaign plan in JTIMS for FCC, Service component command, CSA, and

other joint organization review.

6. Joint Training Plan (JTP) and Training and Exercise Input to the Campaign

Plan Cycle. A JTP addresses the joint training requirements within a four-year

cycle. For example, a JTP published in JTIMS in March 2016 will address

execution in FY 2017 (October 2016 through September 2017), programming

for FY 2018 and joint training requirements for two planning years, FY 2019

and FY 2020. Training and exercise inputs to a campaign plan only address

the execution of a single FY and are published 12 to 18 months out in order to

inform POM decision making. For example, training and exercise inputs to a

campaign plan published in September of 2015 will address the execution of

training and exercises that will occur in FY 2017.

7. Summary. The outputs of Phase II (Plans) are the JTPs and/or training

and exercise inputs to a campaign plan published in JTIMS. The planning

phase of the JTS includes an update of commander’s or director’s guidance,

a review of training assessments, the identification of training audiences and

their training requirements, the development of TOs, the selection of training

methods, modes, and media, and the design and scheduling of the training

events. TOs are determined based on specific training audience needs.

Training methods are selected based on the TOs, and specific training events

are designed and documented in the JTP. Publishing JTPs or campaign

plans provides the transition from Phase II (Plans) to Phase III (Execution).

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D-15 Enclosure D

Figure 27. JTP Development Process

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(INTENTIONALLY BLANK)

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Appendix A

D-A-1 Enclosure D

APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) FORMAT

1. Purpose. During Phase II of the JTS, joint organizations identify the

training requirements for assigned forces and staffs, the command training

goals, and the plans for achieving those goals. This information is incorporated

into the JTP. This appendix describes the format and contents that are

typically included in JTP development by the JTIMS User Group Lead using the

process described in Enclosure D. Other than the written Commander’s

Training Guidance, all other products of the JTP are data entry input into

JTIMS.

2. Format. JTP products include:

Tab A, the CDR’s/director’s training guidance,

Tabs B, C, and D, a matrix of the refined JMETL associated with missions

(or mission-capability matrix), with an approved training assessment,

Tab E, a TO report,

Tab F, a summary of events required to support the training,

Tab G, a timeline of these events by training audience, and

Tab H, HITRs.

3. Joint Training Information Management System (JTIMS). The JTIMS public

view of the published JTP displays the JTP tabs as described above. The

annexes of this appendix describes the “what and why” for the development of

the content of each of these individual tabs in the JTP. The JTP public view

modifies the tabs to present the information to the general user once the JTP

has been published. Most of the JTP information is found under the Last

Approved JTP display of the public view of an organization’s JTIMS home page.

Figure 28 is an example of a portion of an organization’s JTIMS home page.

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Appendix A

D-A-2 Enclosure D

Figure 28. JTIMS Home Page

a. Tab A (Commander’s Training Guidance) is found as an attachment

under the Commander’s (CDRs) Training Guidance. In CCMDs that have

integrated their JTP development with the campaign planning process, the

CDR’s Training Guidance should contain the appropriate portion of the

campaign plan that describes joint training.

b. Tabs B (Mission Capability Matrix), C (JMETL), D (JMETL Matrix), and E

(TOs) are found as an attachment under the Snapshot. This Snapshot collates

the JTP Tabs B,C, and D into a single table, followed by the TOs in Tab E.

c. Tab F (Events) is displayed in the Event Summary display. The Event

Summary will display all events published by the organization, and can be

sorted to display multiple FYs.

d. Tab G (Timeline) is displayed by selecting the View Event Calendar

hyperlink in the top right corner of the Event Summary display.

e. Tab H (HITRs) is found as an attachment under the Attachments Tab.

4. Summary. The CCMD/CSA JTP documents joint training requirements,

commander/director training guidance, joint training events, and schedules,

identifies and prioritizes training resource requirements. It also provides the

Service Components guidance on developing their supporting training plans

for supported CCDR missions.

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Annex A

Appendix A

D-A-A-1 Enclosure D

ANNEX A TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TAB A (COMMANDER’S TRAINING GUIDANCE)

The commander’s/director’s training guidance is a concise narrative describing

the focus and objectives of the plan. It can be prepared as a memorandum,

guide, or campaign plan annex. It outlines the CCMD/CSA plan for training

the individuals, staffs, and components to execute assigned missions and

assessing the results in order to attain and maintain a high state of joint

readiness. An example outline is depicted below. Other topics may be

included as deemed appropriate by the commander/director. The training

guidance may be an annex of a CCMD Campaign Plan, and will be formatted to

include the key joint training information necessary for the campaign plan. In

either case, the Commander’s Training Guidance, Tab A to the JTP, is attached

in JTIMS as a word document or PDF file.

1. Purpose. State the purpose of this training guidance and the intended

audience to which it applies. (Example: This training guidance for FY xx-xx

provides goals, priorities, methods, and responsibilities for the training of

USCOMCOM and its subordinate components).

2. Mission. Insert the command’s mission statement. It can be found in the

command briefing, Theater Strategy, etc.

3. Intent. The intent for training is the commander’s vision on how training

will support the command/agency mission. It should contain a purpose

statement, a description of methods to be used and the desired end state to be

achieved by the training. (Example: Use contingency operations, joint, and

combined exercises to train to J/AMET standards, guaranteeing the capability

to execute command missions). The intent should also describe linkages to

and implementation of strategic guidance.

4. Joint Mission-Essential Task List (JMETL) Assessment

a. Goals: (Example: All J/AMETs trained to standard, maximum

participation from key players in target audience during exercises, lessons

learned incorporated into SOPs and training programs for new personnel).

b. Priorities: (Priority of all training 1 – N) Examples:

(1) Maximum preparedness for real-world contingency operations;

focus on integrated planning with interagency partners and theater country

teams.

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Appendix A

D-A-A-2 Enclosure D

(2) Support to Security Cooperation Plans (SCP).

(3) Individual and staff joint training for integrated operations.

(4) Chairman’s HITIs: Assess the prescribed HITIs in relation to theater

conditions as a key joint training readiness indicator and input to joint training

requirements. Describe the relationship of specific HITIs to TOs and training

events.

5. Training Philosophy

a. Explains how joint training will be planned and executed.

b. Defines how assessment results from last cycle will be integrated into

the next training cycle.

c. Stresses the importance of identifying and correcting critical deficiencies

in the current training cycle.

d. Promotes considerations to reduce operating tempo (OPTEMPO) and

personnel tempo (PERSTEMPO).

e. Highlights training strategies for using academic or exercise training

events or both to achieve TOs within resource constraints.

f. Provides training guidance to Service Components on mission support

required in their component and unit training programs.

g. Provides theater guidance to JFPs for training supporting staff and

forces.

6. Training Principles. Explains the basic principles that will be followed.

(Example: All real-world operations and training events will be conducted to

meet TOs, maximize resources, focus on requirements-based training,

coordinate with the SCP, etc.).

7. Training Responsibilities and Procedures. Outlines who is responsible for

what in executing the plan, including:

a. Subordinate commanders.

b. Principal staff responsibilities.

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Appendix A

D-A-A-3 Enclosure D

c. Primary staff proponent and supporting players for training, evaluation,

and assessment.

8. Assessment Plan. Defines the monthly/annual cycle (frequency), what role

real-world operations will play in determining proficiency levels, how audiences

will be grouped and rated before making overall TPAs for each JMET, and the

criteria to be used in supporting subjective judgments. The plan also lists the

thresholds for identifying critical deficiencies, and what organizations should

receive the products of this phase (MTAs, TPAs, lessons learned, refined issues

beyond CCMD’s/CSA’s capability to resolve, etc.).

9. Summary. Summarizes and emphasizes adherence to the

commander’s/director’s purpose and intent in the planning of joint training,

and the importance of realistic training, evaluation and performance feedback,

and training inputs to readiness assessment in preparing for mission

execution.

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Annex A

Appendix A

D-A-A-4 Enclosure D

(INTENTIONALLY BLANK)

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Annex B

Appendix A

D-A-B-1 Enclosure D

ANNEX B TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TABS B/C/D

(MISSION ESSENTIAL TASK LIST)

1. Purpose. These tabs identify the list of UJTs the CDR/director consider

essential to accomplish assigned missions and provides a correlation between

each mission and the tasks (task description of capability requirements) that

will lead to mission success. The JMETL provides users an immediate source

for data required to understand the command JTP. It also reinforces the

philosophy that training is capability-based. The JMETL is the foundation

upon which the JTP is built. After the commander/director determines the

mission-essential capability requirement expressed in the J/AMETL, a current

assessment is conducted to determine current mission capability. Gaps and

shortfalls are identified and those that can be reduced or eliminated through

training will be the training requirements the JTP is built to satisfy.

Supporting organizations build their AMETL/METL and training plans based

on the CCDR’s JMETL, commander’s intent and mission guidance. It identifies

relationships with subordinate commands and other commands/agencies

through the identification of supporting and command-linked tasks. This

correlation provides a direct relationship upon which to assess training.

2. Description. The J/AMETL is the list of UJTs the commander/director

consider essential in accomplishing assigned missions using assigned forces.

This list identifies the CCMD/CSA mission capability requirements and forms

the basis for the joint training program (requirements-based training). This

matrix lists all CCMD/CSA J/AMETs and responsible organizations. All

supporting tasks, conditions, and standards are listed under the appropriate

J/AMET. The list also includes staff, subordinate, and command-linked tasks

required to accomplish each of the MET owner’s assigned missions. Enclosure

C provides additional detail on the four types of tasks that may be listed in the

matrix:

a. J/AMETS: A mission task selected by the commander/director that is

essential to mission accomplishment.

b. Staff tasks: Tasks performed by an organization’s internal staff

elements that are strongly connected to the accomplishment of the MET

owner’s mission tasks.

c. Subordinate unit tasks: Tasks performed by organizations in the MET

owner’s chain of command that are essential to the accomplishment of the

MET owner’s mission tasks.

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Appendix A

D-A-B-2 Enclosure D

d. Command-linked tasks: Tasks performed by organizations external to

the MET owner’s chain of command that are essential to the accomplishment

of the MET owner’s mission tasks. Command-linking is intended for

information exchange and for assessment feedback, and can be used both by

the supporting command to link to the supported command or by the

supported command to link to the supporting command.

3. Assessment. This matrix also depicts the commander’s/director’s

assessment of the command’s training proficiency using the outputs from

multiple training events, real-world operations, experimental events, and

engagement activities. The training data in JTIMS is an important supporting

element to the overall mission readiness assessment resident in DRRS-S, and

future software development will continue to support linking JTIMS training

assessments to readiness reporting capability in DRRS-S.

a. During the JTS Phase III, the commander/director evaluates a specific

training audience’s performance in relation to a specific task, under specified

training conditions, and a designated level of performance during a particular

event. This evaluation is the basis for developing the TPAs in Phase IV, which

are an assessment of the command’s/agency’s training status for each JMET

relative to the task standards and associated conditions.

b. During the JTS Phase IV assessment phase, the commander/director

assesses the command’s/agency’s ability to accomplish its J/AMETL and

perform its missions based on the totality of numerous TPEs, informal results,

actual operations, assessment of J/AMET standards, and any other pertinent

feedback available. This assessment is recorded as a TPA for each JMET that

is being assessed.

c. The results of this annual training cycle assessment and monthly

updates, in conjunction with the commander/director training guidance,

and/or mission changes that result in MET changes are used to determine

training requirements for the upcoming training cycle this JTP supports.

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Annex C

Appendix A

D-A-C-1 Enclosure D

ANNEX C TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TAB E

(TRAINING OBJECTIVES)

1. Purpose. This tab associates TOs with J/AMETs and the training method.

This is a tool for staff chiefs, functional chiefs, JTF commanders, and other

supporting element directors to organize their preparation, involvement, and

integration in the supported CCMD JTP. This tool can also be used internally

to organize training events within supporting organizations (components, CSAs,

and NGB for example).

2. Description. Training requirements for the upcoming cycles are based on

known deficiencies identified in the last training cycle and anticipated or

identified skill perishability. Specific joint TOs, derived from the JMET, are

identified for each training audience. A joint TO is a statement that describes

the desired outcome of a joint training activity in terms of performance,

training situation, and level of performance. Joint TOs are derived from

JMETs, conditions, and standards and based on joint doctrine, commander’s

guidance, and organizational SOPs. The complete list of joint TOs, training

audience, and method compiled in this matrix defines the CCMD’s training

requirements.

NOTE: Supporting organizations such as components, CSAs, and NGB

establish their own organizational TOs as directed by their

commander/director to be prepared for the supported commander’s required

mission capability and level of performance.

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Annex C

Appendix A

D-A-C-2 Enclosure D

(INTENTIONALLY BLANK)

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Annex D

Appendix A

D-A-D-1 Enclosure D

ANNEX D TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TAB F (EVENTS)

1. Purpose. This tab provides the user the ability to view an event calendar,

event summary, or event details; create, edit, or delete an event; view event

attachments; and publish/delete, reinstate, or cancel an event. (NOTE: JTIMS

provides two options for event information – an event summary report and an

event details report.)

2. Description. The CCMD’s joint training event schedule and the individual

events are refined and updated each year during the CCMD exercise and

training scheduling conference. The refined, updated schedule is published in

JTIMS. The event summaries include key data for each exercise and training

event, organized by FY.

a. Detailed instructions for creating, editing, or deleting an event are found

in the JTIMS Quick Reference Guide found in the JTIMS Information Center.

b. JTIMS event information should be as detailed as possible to allow

planners, supporting organizations, and higher HQ to use JTIMS event

summaries as the authoritative source on current information about

organizational exercise programs. Exercise descriptions in JTIMS may be used

for CE2T2 programmatic decision-making. It may also be used in reports to

Congress; therefore, the exercise descriptions should be accurate and up-to-

date. The importance of accurate event information in JTIMS cannot be

overstated. Event leads must be especially attentive to ensuring event details

have been changed when using the Copy Event function in JTIMS to create a

new event from an existing event.

c. While required fields in the event tab are highlighted in JTIMS with an

asterisk, the what and why are not necessarily explicit. The following guidance

is not all inclusive for the development of event information, but highlights

some areas of interest and concern.

(1) Short Description. This paragraph should concisely capture the

who, what, where, and why. Example: HITTITE HAWK 2016 is a U.S. Air

Force Europe led bi-lateral air exercise over the Mediterranean and Turkish

coastal regions with the Turkish Air Force. Exercise is designed to strengthen

military-to-military relationships, enhance coalition interoperability, validate

C2 systems and processes, and improve combat readiness of U.S. and Turkish

Air Forces.

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Appendix A

D-A-D-2 Enclosure D

(2) Purpose/Goal of Exercise. This paragraph should show relationship

between the event and either U.S. Force readiness, or campaign plan

strategy/objectives. Example: 1. Primary Purpose: Sustain and facilitate U.S.

operational access and global freedom of action. Improve U.S./Coalition

partner operational capacity, capability, and interoperability to include

conducting multinational training with a North Atlantic Treaty Organization

(NATO) ally. 2. Secondary Purpose: Posture U.S. European Command forces

to support NATO; sustain trust, relationships and interoperability forged over

the past decade; foster allied/partner interoperability; and nurture strategic

relationships.

(3) Outline the benefits of conducting the event. This paragraph should

tie back to GEF Theater Objectives, campaign plan strategy/objectives/lines of

activity, JMETL, and command OPLANs.

(4) What is the impact or effect if this event is canceled? This

paragraph will detail political, readiness, or resource impacts that will or

potentially will result from event cancellation.

(5) Ensure that the event type includes CE2 JEP Event if the event will

be funded through CE2T2 resources, or Joint Staff J-7 Supported Event if

applicable. All relevant event types should be selected.

(6) Expenses Tab. Identify funding sources that will be used to pay for

the event and the projected costs expressed in rough order of magnitude

(ROM). For example, Developing Country Combined Exercise Program ROM

should correspond to the amount requested in the event’s section 2010 request

for authority submitted to the Joint Staff/Office of the Secretary of Defense

(OSD).

(7) Attachments. Many documents supporting event planning and

execution are useful as background information for an event. SMEBs,

messages, background papers, planning conference announcements and

conference results are all examples of useful documents that should be

included in the attachment tab as they become available.

3. Event Summaries Format. This is the format for displaying

academic/exercise key data for each training event in the CCDR/CSA director

JTP. Initially, data is gathered and entered into the format during the

supported CCMD exercise and training scheduling conference.

a. JTIMS provides two options for event information – an event summary

report and an event details report.

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Appendix A

D-A-D-3 Enclosure D

b. Supporting organizations such as components, CSAs, and NGB

establish their own organizational training plans as directed by their

commander/director to be prepared for the supported commanders operational

plans they support. CCMD JMETS should link to supporting tasks of

organizations that perform the support mission; the supporting organization

training plans should prepare them to perform the support mission for which

they have been tasked.

c. The key data elements include:

(1) ID Number: CCMD code JTP + FY + sequential number (e.g.,

USPACOM JTP FY 2009 – FY 2011).

(2) Training Audience: The training audience is described to the level of

detail known, i.e., CJTF (Sixth Fleet), CCDR staff, J-5.

(3) Type of Training: Academic instruction (seminar, practical exercise,

programmed text, etc.) or exercise (scripted/computer assisted/command

post/field).

(4) Resources Required: Funding, Transportation Requirements,

Personnel, Equipment, Facilities, Transportation Duration, Modeling and

Simulation Support, and Supporting Organizations.

(5) Shortfalls: (Optional) List shortfalls that will have an adverse

impact on training (lack of doctrine/TTP, lack of facilities, etc.).

(6) TOs: List the TOs associated with the event derived from the

appropriate UJTs.

(7) Anticipated Scheduling: Desired timing (Ex. 2d Qtr/FY 2011).

(8) CJCS HITIs: List relevant HITIs that will be incorporated in the

training event derived from the appropriate UJTs.

(9) Component Interoperability Requirements: This list identifies

specific tactical-level joint and component interoperability requirements that

must be satisfied prior to this joint training event. It provides the necessary

input supporting organizations, particularly the Services and USSOCOM,

require to ensure resources are available to achieve proficiency in those

interoperability tasks before the event (also listed in part one of Tab H).

d. The event summaries describe the events required to train the CCMD’s

targeted joint training audience. This is the CCMD’s initial, unconstrained

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Annex D

Appendix A

D-A-D-4 Enclosure D

request that gives providers and supporting components/agencies their first

look at resource requirements for each command.

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Annex E

Appendix A

D-A-E-1 Enclosure D

ANNEX E TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TAB G

(TIMELINE)

1. Purpose. The timeline tab can be used as a deconfliction tool within the

command and at annual planning conferences.

2. Description. This can be used to show the chronological building of training

events, to include individual and staff joint training events that may support

preparations for larger scale training events and exercises. It can also show

which staff chiefs, functional chiefs, and JTF commanders are involved in

training events and show OPTEMPO/PERSTEMPO conflicts with training.

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Annex E

Appendix A

D-A-E-2 Enclosure D

(INTENTIONALLY BLANK)

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Annex F

Appendix A

D-A-F-1 Enclosure D

ANNEX F TO APPENDIX A TO ENCLOSURE D

JOINT TRAINING PLAN (JTP) TAB H

(HIGH INTEREST TRAINING REQUIREMENTS)

1. Purpose. This tab provides a listing of CCMD HITRs, linked to key mission

capability requirements or JMETs that require joint training focus. CCDRs can

nominate HITRs to JFPs to ensure provided forces attain and maintain the

desired readiness to support CCMD mission requirements. Service component

commanders can also use these HITRs to ensure component and unit training

programs support CCMD mission requirements. HITRs are not a required

portion of the JTP, but an optional capability to support CCMD identification of

joint training requirements to their component commands and the force

providers.

2. Description. CCMD HITRs documented in Tab H of the JTP help supporting

elements and JFPs identify and perform necessary training of supporting forces

prior to employment with the CCMD. These HITRs should be linked to key

capability requirements needed to support command METs. CCMDs with

minimal assigned forces or lacking operational assigned component staffs in

their AOR can nominate HITRs to JFPs to assist in the development of training

programs that build CCMD required capabilities.

a. CCMDs should limit submissions to those training requirements having

the greatest joint and Service training significance. Once populated in JTIMS,

commands nominate HITRs to Joint Staff J-7 or the applicable JFPs using

JTIMS.

b. Joint Staff J-7 will merge CCMD HITRs into a single list for the use of

the Services in determining joint training requirements.

c. Joint Staff J-7 will publish the single Tab H for Service use under the

CJCS user group in JTIMS. CCDR key capabilities required and identified in

the CJCS JTP Tab H should serve as guidance to major Service force providers

to help them further develop Service training programs that meet current

CCMD mission capability requirements.

d. HITR submissions require sufficient detail to ensure that force providers

clearly understand the capabilities that are required in order for the CCMDs to

accomplish successfully their required missions. Submitters should pay

particular attention to the following areas in filling out the HITR template in

JTIMS:

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Appendix A

D-A-F-2 Enclosure D

(1) Substantive and complete input for each HITR that provides enough

fidelity for development of training requirements as TOs. Submissions must

straddle the line between too broad operational-level training requirements and

too narrow specific tactical requirements. The objective is to describe the

operational/tactical joint training gap that can be translated into tactical TOs

by the force providers.

(2) Training requirement prioritization. CCMDs with multiple HITRs

should sequentially prioritize their HITR list (1 to n) to reflect the most

important training requirement first followed in descending order to the least

important.

(3) Chairman’s HITI. The linkage shown between a CCMD HITR to a

relevant mission-specific Chairman’s HITI assists Joint Staff J-7 in determining

the level of effort being applied within the CCMDs to address HITIs.

(4) Mission. Identification of the mission is particularly important to

enable force providers to focus and develop training programs that target the

correct audience to the correct capabilities. Mission selection is only available

when tied to a JMET. When using capability requirement, include the mission

in the free text field.

(5) UJTL Supporting Tasks. Identification of supporting (staff,

command-linked, or subordinate unit) tasks with specified conditions and

standards that describe operational and tactical level training requirements.

The conditions selection capability in JTIMS does not allow users to specify the

desired condition descriptor. Users can use the general comments free text

field to specify condition descriptors.

(6) Training Objective. This is the most critical portion of the HITR. All

of the TO information is entered in free text fields and must include complete

TOs, especially the level of performance with specific measurable criteria.

(a) Performance statement. Good performance statements define

the required training action. The intent is to describe the training requirement

with sufficient fidelity that Service trainers can create actionable TOs at the

tactical level.

(b) Audience. Identification of the correct and appropriate training

audience. HITRs should not list the CCMD staff as the training audience.

HITRs are not intended to focus on CCMD internal training requirements.

the environment in which the HITR will be trained and should be based on the

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Annex F

Appendix A

D-A-F-3 Enclosure D

environment associated with the performance and the designated training

audience.

(d) Level of performance. The TO level of performance should reflect

the level of knowledge needed by the target audience to perform to standard.

(e) General comments. Additional amplifying information that will

assist the force provider in correctly developing and executing the right training

for the right audience to the right standards. JTIMS also supports the

inclusion of supporting attachments.

e. This example (Figure 29) of a HITR submission is included to indicate

the appropriate level of fidelity needed in an actionable HITR. It shows a HITR

based on selection of a task from the command JMETL.

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Annex F

Appendix A

D-A-F-4 Enclosure D

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Annex F

Appendix A

D-A-F-5 Enclosure D

Figure 29. HITR (JMETL – Based)

f. This additional example (Figure 30) of a HITR submission shows a HITR

based on a capability requirement. Most of the elements of the HITR would be

the same as a task-based HITR, the only difference being the capability

description.

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Annex F

Appendix A

D-A-F-6 Enclosure D

Figure 30. HITR (Capability – Based)

The Supporting Tasks and TO are identical to the task based HITR shown

above in paragraph e.

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Appendix B

D-B-1 Enclosure D

APPENDIX B TO ENCLOSURE D

METHODS, MODES, AND MEDIA

1. Purpose. This appendix describes a logical process to select appropriate

training methodologies and training support tools in order to train to a task

given the training audience, the expected outcome, and the resources available.

Reference o provides guidance on the management of existing interactive

courseware, and the development of additional interactive courseware to meet

training requirements and strategies.

2. General. The selection of the most appropriate training method is

important to the entire requirements-based JTS. The JTS promotes two

primary training methods – academic and exercise. Additionally, a

combination of the two methods often is used to satisfy the TOs of any single

joint training event. Each of the methods can be further divided into ways

(modes) and specific tools (media) to conduct the training event (Figure 31).

Figure 31. Hierarchy of Joint Training Considerations

a. At the highest level of the hierarchy of joint training are methods or the

basic learning approach methodology used to conduct training. Methods are

broken down into modes, or different ways in which each method can be

accomplished. Media refers to the specific training implementation tools

available to conduct or support each mode of training for each method.

Method

Media

Mode

Design the training event that best

addresses the training requirements

Basic learning methodologies

(Academic & Exercise)

Different ways of accomplishing

each method

Specific learning support tools

selected to enable achievement

of the training objectives

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Appendix B

D-B-2 Enclosure D

b. Matching the appropriate training strategy and training support tools

(training methods, modes, and media) with the training required is critical to

training efficiently and effectively. Which mode or media is best for a particular

training application depends on the TO(s), training audience, and available

resources. While a specific mode or media may be absolutely the best

theoretical choice to match the TO(s), training audience, and selected training

method, it may not always be the practical choice and other modes or media

may represent the most appropriate choice.

(1) Academic Modes and Media Capabilities: There are a number of

academic training modes that can be used to support the training of an

identified training audience. Some of the commonly used academic modes are

distributed learning (DL), case study, computer-based instruction (CBI),

seminar, platform instruction, tutorial, and workshop. Once the appropriate

academic mode is selected, one or more of several media options for that mode

is then selected. Before considering the media options, a determination of

whether the training can be accomplished internally with available resources or

if assistance is required should be made.

(a) The Joint Knowledge Services Database functions as a

repository for Joint Knowledge Online (JKO) courseware data, and other JKO

related data. The database forms the backbone of a Joint Content Search tool

that is available to JKO students via the JKO portal (reference p). Students

can key-word search and be provided a link to a course enrollment page in the

Learning Content Management System. Additionally, it is the tool used to link

UJTs to courseware.

(b) Joint training courses: This is a collective term for materials to

support a joint course or joint training event such as individual study, lectures,

seminars, practical exercises, and other related events. These materials

include single courses or joint programs of instruction (JPOI), interactive

courseware, computer-based training, and non-JPOI materials such as

videotapes, stand-alone handbooks, and other joint validated items.

development of the level and breadth of knowledge, skills, abilities, and

attitudes (KSAA) required to enable individuals and groups to perform tasks.

The JPOI identifies courseware that is already in existence as well as any

required changes and new courseware to be developed. The joint training

curriculum-working group will prioritize and identify a lead development agent

for the proposed JPOI-supported courseware based on the suggestion of the

JPOI lead development agent.

(2) Event, Exercise Mode, and Media Types: There are many types or

modes of exercise appropriate for joint training: the practical exercise (PE),

tabletop exercise (TTX), computer assisted exercise (CAX), staff exercise

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D-B-3 Enclosure D

(STAFFEX), command post exercise (CPX), command field exercise (CFX),

mission rehearsal exercise (MRX), and field training exercise (FTX). Each has

distinct advantages and disadvantages, most often associated with the

resources required to plan and execute the event. Prior to exercise mode

selection, joint trainers need to determine the primary training audience and

required training outcome. Once the exercise mode is selected, the appropriate

media to support accomplishment of the TOs must be determined. Joint

trainers manage the combination of selected training mode(s) and media and

use injects within the training scenario to guide the training audience toward

the accomplishment of the TOs.

3. Methodology. The process of identifying an effective training strategy to

meet training requirements is critical to the successful application of the JTS.

Identification and refinement of the training audience and development of TOs

are key to the development of an effective training strategy. Simplistically,

training requirements can be characterized as who must be trained to do what.

Joint training requirement identification begins with an assessment of the

command’s most critical mission capability requirements documented in the

command JMETL. Simplistically, in this assessment the commander is asking,

“if these are my most essential mission capability requirements, how well can

we meet those requirements now?” The results of this assessment can identify

shortfalls in overall capability related to any number of elements of capability

or readiness construct such as materiel, organization, doctrine, facilities,

leadership, personnel and training, etc. Those identified deficiencies in

capability that can be obviated or eliminated through training of the personnel,

staff elements and/or organizations responsible for providing the capability

may become joint training requirements.

a. Training requirements, then, are based on an assessment of the training

audience’s current capability individually, as a staff element, or as a joint staff

team to execute command missions and the commander’s training guidance.

Training requirements consist of those individuals, staffs, and organizations

assessed as requiring training on specific tasks and training specified in the

commander’s training guidance. The appropriate training methodology can be

selected from an analysis of the training requirements, the refined training

audience, and TOs. The process for selecting a training methodology is

depicted in Figure 32. It provides a flow diagram of the method(s), mode(s),

and media selection process. Once a method (academic or exercise) or

combination of both methods is selected, further decision trees will assist in

defining the specific mode(s) and media to support that selection.

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D-B-4 Enclosure D

Figure 32. Methods, Modes, and Media Selection

b. The selection of the training method begins with determining the

purpose of the training event. In other words, who is the training audience and

what is the training intent, derived from analysis of the training requirements

and commander’s training guidance? Selection of the appropriate methodology

starts with identification of the TO(s). Identification of the TO(s) will lead to

determination of whether the training method should be an academic or

exercise training event or a combination of both methodologies.

c. Academic and exercise events are different in nature and consequently

are suited to different purposes. Academic events are best suited for cognitive

development, involving either new information or building on knowledge

already attained in order to gain a higher level of understanding. Individuals

must also learn the appropriate skills and attitudes needed to perform specified

task(s) well and demonstrate the ability to perform the task(s) to the required

standard of performance under the relevant conditions that may affect task

performance.

d. Exercises are often characterized as collective task training designed to

develop proficiency and teamwork in performing tasks to specified standards.

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D-B-5 Enclosure D

Exercises also enable practice and development of proficiency in supporting

individual skills and tasks. Thus, exercises are best suited for practice,

assessment, and validation of specific skills. Figure 33 lists the expected

outcome of the training event.

Figure 33. Required Outcomes of Training Events

e. There are also situations that may lend themselves to a combination of

both academic and exercise methods. Examples might include noncombatant

evacuation operation or Joint Logistics Over the Shore exercises that

incorporate the academic method, selected modes, and media to build

knowledge and understanding of doctrine, the operational environment,

processes, and procedures within the training audience prior to their practicing

specific skills through a scenario-based exercise.

f. Required outcomes of training events can be defined as follows:

(1) Educate: The movement from a current level of knowledge and

understanding to a higher level.

(2) Remediate: Filling identified gaps in knowledge and understanding.

(3) Prepare for Event: Joint training up to the application level of

learning in preparation for participation in a follow-on training event as part of

the training audience. Example: exercise precursor training in preparation for

a joint exercise. Focus is on specific mission or capability.

(4) Practice: Application of skills acquired in training.

(5) Evaluate: Appraisal of training audience performance within a

specific set of mission tasks (tasks, conditions, and standards) or capability.

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D-B-6 Enclosure D

(6) Validate: Confirm training audience abilities in terms of mission

capability requirements (tasks, conditions, and standards). Confirm new or

revised doctrine and TTP, or concepts, or strategies.

g. Depending on the analysis of the above training outcomes, the best

method for training for a specific training requirement will become apparent.

Figure 34 depicts this concept and demonstrates the best methodology for

training is either through the academic or exercise method, or a combination of

both methods in a single training event or series of related events.

Figure 34. Selection Criteria

4. Mode Selection. Modes represent the varied ways that training can be

accomplished utilizing a specific training method. In selecting the proper

training mode(s), the trainer must consider that different areas of knowledge

and skills require different attention and treatment in the design of

training/instructional activities. Here, the translation of TOs into the

applicable KSAA is essential to effective training development. Specifically:

a. Concept learning requires information gathering and organization.

b. Cognitive development requires problem solving and critical thinking.

c. Psychomotor skills require practice and hands-on experience.

d. Attitudinal changes require role-play and situational practice.

NOTE: A menu and description of training modes and their attributes are in

Annex A.

5. Modes (Academic). Once the method (academic or exercise) is selected, the

next step is to determine the mode(s) of training, then the media to be used to

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Appendix B

D-B-7 Enclosure D

accomplish the TOs. Figure 35 highlights the academic portion of the decision

tree. Figure 35 assumes the selection of the academic method. The shaded

area shows the process for academic mode(s) and media selection.

Figure 35. Academic Decision Tree

a. The composition and nature of the training audience plays a pivotal role

in determining the best mode of academic event to meet the defined training

requirements. Joint training audiences can be classified as individual, staff, or

collective, based on the level of the staff concerned: CCMD, subordinate joint

force HQ, Service Component HQ, or multi-echelon joint training. There are

also internal staff training audience levels: command leadership, action

officers, and staff augmentees and liaison officers (LNOs) (Figure 36). Each

level has disparate experiences, functions, tasks, and perspectives as well as

differing availability for training.

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D-B-8 Enclosure D

Figure 36. Academic Training Audience

b. Academic training events can be effectively executed using a variety of

training modes. Some of the more commonly used modes to train joint training

audiences are depicted in Figure 37. Specific academic training mode selection

should be guided by an assessment of the joint training audience, TOs, and

available resources to support the training.

c. During the mode selection process, it is helpful to examine the

advantages and disadvantages of each mode. Development of a decision matrix

will aid the joint trainer in determining the most appropriate mode of training

based on the joint training audience and TOs. The matrix in Figure 38 shows

an example of how to analyze different training modes given the training

audience as well as the advantages and disadvantages for each mode. The

analysis of this information should assist in determining which mode is most

appropriate in conducting academic training within available resource

constraints.

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Appendix B

D-B-9 Enclosure D

Figure 37. Academic Mode Selection

Figure 38. Academic Mode Selection Matrix

6. Media (Academic). Once the appropriate academic mode is selected, one or

more of several media options to support the utilization of that mode is then

Academic Mode Selection

Example

Mode

Training

Audience

Advantages Disadvantages

Platform Instruction

(Lectures & Seminars)

Programmed

Instruction

Distributed Learning

Computer-based

Instruction

Facilitated Instruction

(Workshops and

Facilitated Seminars)

Leader

Staff

Action Officer

Liaison Officer

Augmentee

Leader

Staff

Action Officer

Liaison Officer

Augmentee

Action Officer

Liaison Officer

Augmentee

Action Officer

Liaison Officer

Augmentee

Action Officer

Liaison Officer

Augmentee

-Ideal for presenting new

information and concepts

-Instructional expertise may

reside internally

-Requires an instructional area

-May require courseware

development

-May require resources for guest

instructor

-Guided and tailored instruction

-Inductive instruction

-Workshop designed for Senior

Leader

-Requires trained facilitator

-Man-hours required of the

training audience

-May require external resources

and travel costs

-Flexible and portable application

-Self-paced

-Excellent way to impart basic

knowledge

-Lack of interaction and

remediation

-Requires training development

resources and expertise

-Low life cycle costs; once

designed and developed

-Potential for centralized trainee

management, lesson updating,

and trend analysis

-Centralized training development

can support many similar training

audiences

-Highly flexible training delivery

and persistent access

-Highest cost of academic modes

-Initial high investment costs

-Lack of person to person

interaction

-Requires trainee access to

computer/software/internet

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D-B-10 Enclosure D

selected. Before considering the media options, a determination should be

made as to whether the training can be accomplished internally with available

resources or if external assistance is required.

a. The designated joint trainer has many available academic media options

to support the selected mode(s) of training in an academic event. The medium

is the physical means by which the training/instructional message is

communicated to the training audience. The following media are offered for

consideration in designing the academic event: audio, printed text (handouts,

lesson plans, outlines, procedural guides, templates, checklists, etc.), video or

film, computer software, compact disk – read only memory (CD-ROM)/Digital

Video Disc (DVD), and the World Wide Web (WWW) (Figure 39). Additionally,

many pre-packaged solutions (content, mode, and media) to certain academic

training requirements are available through joint training support sources

such as JKO. A menu and description of potential training media and their

attributes can be found in Annex B.

Figure 39. Academic Media Selection

b. If the training cannot be supported internally, there are other agencies

that may provide support. Options include training provided or supported by

Joint Staff J-7, Joint Forces Staff College, or other organizations using mobile

training teams or other means. Additionally, resident, exportable, or

distributed training elements may be available to support joint training. Refer

to JKO (reference p) for training resources, interactive courseware, and the

Joint Individual Learning Database (JILD).

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D-B-11 Enclosure D

7. Modes (Exercise). Training has been characterized as “relevant practice

plus feedback.” Exercises provide joint training audiences dedicated

opportunities to practice required skills in scenarios that reinforce learning and

receive performance feedback during and after the exercise. Relevant practice

plus feedback leads to required learning and task performance capability.

a. Practice is repeated to gain proficiency using the psychomotor, cognitive,

and affective skills acquired in training. Initial practice occurs while the

individual, staff, or organization is developing skills and practice is

subsequently used to reinforce and retain proficiency. Practice enables

successful task accomplishment.

b. Feedback is information provided that indicates the appropriateness of

the response to training stimuli or the performance outcome resulting from

skill application. Feedback may be provided by a number of means in formal

and informal training situations. In the JTE, feedback can run the gamut and

come from individual self-assessment or evaluations from peers, trainers,

instructors, supervisors, observer/trainers, commanders, and senior

mentors/HQ. Feedback may be provided in many forms from informal one-on-

one tutoring or peer critique during on-the-job training to formal after-action

review at the end of a major training event.

c. The shaded area in Figure 40 outlines the process steps necessary to

select the appropriate exercise mode(s) and media.

d. Before starting the exercise mode selection process, the joint trainer

needs to answer the following questions:

(1) Who is the primary joint training audience?

(2) What are the required outcomes of the joint training event? These

questions are further amplified in Figure 41.

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D-B-12 Enclosure D

Figure 40. Exercise Method Decision Tree

Figure 41. Questions to Aid Exercise Mode Selection

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D-B-13 Enclosure D

e. There are many types or modes of exercise appropriate to accomplish

and support joint training.

(1) The PE is used to practice specific joint skills and the execution of

joint tasks primarily at the individual and small group level of training. This

mode of exercise is often used in conjunction with academic modes of training

to build, refine, and sustain joint skills in focused joint individual and staff

tasks.

(2) TTXs involve key personnel discussing hypothetical scenarios in an

informal setting. This type of exercise can be used to assess the adequacy of

plans, policies, procedures, training, resources, and relationships or

agreements that guide prevention of, response to, and recovery form a defined

event.

(3) A CAX is a synthetic exercise where electronic means are used to

simulate scenarios, operational environments, processes, and procedures of all

kinds and levels of operations, in complex environments.

(4) The STAFFEX is used to train, build, and evaluate staff proficiency

in staff tasks.

(5) A CPX is an exercise in which the forces are simulated, involving the

commander, the staff, and communication within and between HQ.

(6) A CFX lies on a scale between the CPX and the FTX. Available

resources determine how the CFX will be structured. The CFX is an FTX with

reduced unit and equipment density, frequently employing representative

elements from the training audience.

(7) An MRX is normally accomplished as part of a unit’s train-up for

deployment in support of a named operation.

(8) An FTX is a military exercise conducted in the field under simulated

operational conditions in which troops and armament of one side are actually

present while those of the other side are simulated.

NOTE: Each of these modes of exercise has specific attributes that can best

facilitate joint training of differing joint training audiences and TOs (See

Figures 42, 43, and 44). Legal and regulatory constraints and requirements

over military training of non-U.S. personnel, and expending U.S. appropriated

funds for such training, must be considered during training method

development. Use caution to ensure no Federal laws or regulations are

violated. Consult appropriate legal counsel.

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D-B-14 Enclosure D

Figure 42. Exercise Mode Selection

Figure 43. Exercise Mode Selection Matrix

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D-B-15 Enclosure D

NOTE: Given the training audience, the required training outcome, available

resources, and the advantages and disadvantages of each mode, the matrix in

Figure 44 assists in selecting the appropriate exercise mode alternative.

Figure 44. Exercise Mode Selection Alternatives

8. Media (Exercise): Once the exercise mode is selected, the next step is to

determine the appropriate media to support accomplishment of the training

(Figure 45). As with an academic joint training event, before considering the

media options for an exercise training event, a determination of whether the

training can be accomplished internally with available resources or if

assistance is required should be made. The designated joint trainer has a

number of available media options to support the selected mode of training in

an exercise event. Selecting the appropriate training/instructional media is

absolutely critical in meeting the TOs. Based on the knowledge, skills,

attitudes, and abilities derived from the TOs, the joint trainer/training designer

should be cognizant of the attributes of the various media alternatives and how

each best furthers the joint training/learning experience. The following media

are offered for consideration in designing the exercise-training event: audio,

video, multimedia, hypermedia, video teleconference (VTC), models, printed

text, operational systems and equipment, simulation, and computer software.

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Appendix B

D-B-16 Enclosure D

Figure 45. Exercise Media Selection

9. Summary. The methodology previously described in this enclosure provides

a logical arrangement of factors to assist the joint trainer in selecting the

appropriate method(s), mode(s), and media. Whether by the academic or

exercise method, or a combination of both, joint training must include the

application of acquired knowledge. It must also include the practice of

required skills and effective performance feedback in order for individuals,

staffs, units, and organizations to develop and demonstrate the respective

ability and level of proficiency necessary to accomplish required task(s), under

relevant conditions, to specified standards and generate the overarching

objective capabilities.

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Annex A

Appendix B

D-B-A-1 Enclosure D

ANNEX A TO APPENDIX B TO ENCLOSURE D

MENU OF TRAINING MODES

MODE

DESCRIPTION

USES

Brainstorming

Individuals are presented with a problem and

develop unconstrained solutions.

Instructor/trainer facilitated exercise that fosters

creative thinking and problem solving.

Particularly suited for mature training audiences.

Most effective in relatively small training audiences

(not more than 12-15 individuals).

Provides a means for individuals to

develop solutions to unpredictable

situations or problems.

 Draws on training audience

knowledge and experience.

 Encourages creativity and inter-

group stimulation.

 Encourages full participation and

spirit of cooperation.

Case Study

The individuals are presented a description of a

situation and are required to solve problems or

identify actions related to the situation.

Case study promotes critical thinking and

discussion on complex situations with wide-ranging

variables where there may be no one clear-cut

solution but many alternatives.

Provides an excellent means for an

individual to solve problems either by

themselves or as a member of a group.

Develops analytical and problem

solving skills.

Allows exploration of complex issues.

Enables training audience to apply

new knowledge and skills.

CBI

CBI is essentially individualized self-paced or

group-paced interactive instruction combined with

multimedia presentations. Interactive instruction

is individual/group centered performance oriented

training that requires individuals/groups to

practice what they learn, receive immediate

feedback, and take tests.

The priority for interaction is between the

individual and the equipment/subject matter.

In CBI, the computer courseware controls the

training content, delivery pace, and learning

sequence based on individual input.

The courseware is designed using a variety of

modes of instruction/training to lead the

individual/group (training audience) through the

learning process.

CBI is of value for presenting learning

material in any situation that will

maximize individual or group learning

by full use of multiple learning

methods. It provides an effective

means of practicing activities.

Additionally, each member of the

group/training audience may have a

different role to play. In CBI:

 Information to be learned is

presented in small bits.

 Individuals/Learners are

provided rapid feedback.

 Individuals/Learners proceed at

their own pace within certain limits.

 Material presentations take

advantage of media benefits.

 Exercises/simulations can be

repeated many times using/developing

different solutions to problems, e.g.,

“what if” drills.

 Individuals can be exposed to

unpredictable situations to maximize

learning.

Adapted from Department of Defense Handbook Instructional Systems Development/Systems

Approach to Training and Education, MIL-HDBK-1379 Series; Instructional Systems

Development (ISD) and Systems Approach to Training (SAT) MIL-HDBK-29612 Series; TRADOC

Regulation 350-70, Systems Approach to Training Management, Processes, and Products, 9

March 1999, Appendix H; and various other education/training methodology guides.

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Appendix B

D-B-A-2 Enclosure D

MODE

DESCRIPTION

USES

Conference

(Discussion)

Individual-centered instruction in which the

instructor leads a discussion of the learning

objective. Individual participation is elicited. The

three general types of discussion are as follows:

 Directed discussion

The instructor guides the training audience

discussion so the facts, principles, concepts, or

procedures are clearly articulated and applied.

 Developmental discussion

The instructor guides the discussion to pool

training audience knowledge and past experience to

improve the performance of all individuals.

 Problem solving conference

The instructor uses the conference to find an

acceptable answer or solution to a problem. The

instructor defines the problem and encourages free

and full training audience participation.

Prepares individuals for:

 Follow-on training.

 The application of theory and

procedures to specific situations.

Stimulates interest and thinking.

Develops imaginative solutions to

problems.

Pools ideas and experiences from the

training audience.

Summarizes, clarifies, and reviews the

learning objective material.

Requires careful planning by

instructor to guide discussion within

training/learning objective(s).

Demonstration

The instructor and/or support personnel show and

explain operation or action to the training audience

via simultaneous use of lecture and a model or

actual system/equipment.

The individual is expected to be able to perform the

operation or action after the demonstration.

Demonstrations can be very valuable in training

and critiquing many skills and examining attitudes

and values.

This mode of instruction shows how

something is done. Some of its more

important uses are to:

Instruct - -

 Manipulative operations and/or

procedures, e.g., how something is

done.

 Equipment operations or

functions, e.g., how something works.

 Safety procedures.

 Teamwork, e.g., how people work

together to do something as a team.

Illustrate principles, e.g., why

something works.

Set workmanship standards.

Distributed

Learning (DL)

DL is an instructional mode that allows instructors,

individuals, and training content to be located in

different locations. This allows instruction and

learning to occur independent of time and place.

DL is based on the concept of distributed

resources.

DL is reliant on technology to meet

training/learning objectives.

Distance learning is a sub-set of DL.

DL is used to reach a broader training

audience or elements of a training

audience that cannot be routinely

reached with other modes.

Through the use of DL:

 Enterprise systems gain greater

ability to allocate and leverage

resources for training/learning

opportunities.

 Individuals gain greater control

of how, when, and where their learning

occurs.

DL can be used in conjunction with

and often augments other modes of

training/instruction.

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Appendix B

D-B-A-3 Enclosure D

MODE

DESCRIPTION

USES

Gaming

Applies the concepts of a game, i.e., rules, turn

taking, winning, and losing to a learning situation.

The individuals “play” the game by obtaining

information, making decisions, and taking actions

required to accomplish the game objective. Games

may be on a board, but with current technology,

they will probably be played on a computer.

The individual may tend to “play” in terms of

winning and losing instead of thinking in terms of

training/learning objectives.

Gaming provides:

 A means for individuals to make

decisions, take actions, and see the

results of those actions to accomplish

the game objective without killing

people or destroying materiel.

 Immediate feedback for increased

learning.

 A means for individuals to be

exposed to determining solutions to

unpredictable situations to increase

learning.

 A means for motivating the

training audience.

Guest Speaker

An individual, other than a member of the normal

Staff, presents information to support a specific

training event.

Guest speakers personalize the training topic and

help to break down stereotypes.

NOTE: Avoid having the speaker present a

“Lecture” instead of a discussion-type training

event.

Experts provide information directly

supportive of the training/learning

objectives. The most important uses

of the guest speaker is to provide:

 Expertise not available within the

staff.

 Information based on extensive

experience.

 Current information.

 Motivation.

Lecture

Lecture is a careful presentation of facts with

organized thoughts and ideas by a qualified

individual. Factual material is presented to the

training audience in a direct, logical manner.

Lectures can be used to introduce effectively or

overview a topic and transfer background

familiarity as opposed to working knowledge.

Lectures are less effective at changing attitudes,

developing other learning skills (e.g., analysis,

evaluation, teamwork, etc.) or helping

individuals/learners apply knowledge to working

situations.

NOTE: Dissemination of information in written

format is usually more efficient and effective.

Lecture is a means to tell the training

audience information they need to

know. Some of its more important

uses are

to:

 Disseminate information that is

not yet available in print.

 Present critical information in a

very short time.

 Motivate, e.g., set the stage for a

training demonstration, discussion, or

task performance.

 Orient.

Lecture can be combined with other

modes (e.g. Discussion,

Demonstration, etc.) for increased

training benefit.

Panel/Facilitated

Discussion

A panel, consisting of instructors, guest speakers,

facilitators or a combination, discusses material

pertinent to the event training/learning objective(s).

The panel discussion facilitator presents

information and responds to training audience

questions.

Panel/Facilitated Discussion provides

a variety of views and opinions

concerning a challenge or problem for

which there is no one correct solution.

Experts present different perspectives

and experiences.

Practical Exercise

Training audience is required to perform the action

required by the training/learning objectives under

specified conditions to the established standard.

The most efficient way to learn to do

something is to actually do it and

develop skill through application and

practice. This method of

instruction/training is the best way for

an individual to learn to perform the

required actions (task) to the

established standard. Examples:

performance of procedures and

processes; planning tasks completion.

Also, see “CBI.”

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Annex A

Appendix B

D-B-A-4 Enclosure D

MODE

DESCRIPTION

USES

Hardware

oriented

Performance is on actual equipment, to include

simulators and training devices.

Used when actual hardware is

available and the risk to individuals,

equipment, and operations is kept to

an acceptable level.

Non-Hardware

oriented

Performance not involving actual equipment, e.g., a

paper-based exercise.

Used when hardware is not required to

perform the required actions, e.g.,

“Develop Commander’s Estimate.”

Research/Study

Individuals research/study material in preparation

for subsequent training requirements and training

events. It is associated directly to specific,

identified TOs.

Research/Study is used to provide the

individuals the opportunity to locate,

analyze, and determine facts,

procedures, and concepts on their

own.

Role playing

Similar to the case study method. Selected

members of the training audience act out a

simulated situation. The individuals may assume

the duties of a staff member in an organization and

perform the work of that position.

Particularly effective in training and practicing

communication skills.

Role-play should always be followed with

opportunity for self-assessment and feedback.

Role playing provides:

 Simulated experience in the

task(s) and situation being acted out.

 A means to assess decision

making in a specific role.

 Opportunities for the individual

to develop solutions to unpredictable

situations and conditions.

Seminar

A group (training audience), usually guided by an

instructor, seeks solutions to problems.

A seminar can be effectively combined with a

practical exercise or series of practical exercises to

achieve the TOs.

The Seminar mode is primarily used

by a group working on advanced

studies or a research project to:

 Provide general guidance to the

group.

 Provide information on

techniques and approaches being

explored.

 Develop imaginative solutions to

problems under study.

Trainee Panel

Training audience participates as members of a

panel. The panel discusses material directly

related to the training/learning objective(s).

Trainee panels are used to obtain:

 Full training audience

participation in a discussion.

 A variety of individual views,

especially on material directly

associated with subject matter

expertise.

Also, see “Peer Instruction”

Study

Assignment

Assignments are provided to the training audience

that they must complete as either independent or

supervised study.

Use of Study Assignment provides a

means to:

 Capitalize on individual

differences, thereby improving

learning.

 Provide enrichment material.

 Reduce instruction/training

time.

Evaluation

Individuals are evaluated on the performance of the

skills and action required by the training/learning

objective(s).

Performance test is on actual operations systems

and equipment, to include simulators and training

devices.

Performance not involving actual equipment, e.g., a

paper based exercise.

Evaluation is used to determine if the:

 Individuals can perform the

objective task(s) to the established

standards. (Task Performance

Evaluation (TPE))

 Training instruction imparts

what it is supposed to train. (Training

Evaluation)

Evaluation

Review

AAR of task performance evaluation(s) with the

training audience.

AAR provides timely and effective

feedback that increases learning.

CJCSM 3500.03E

20 April 2015

Annex A

Appendix B

D-B-A-5 Enclosure D

MODE

DESCRIPTION

USES

Tutorial

The instructor works directly with an individual. It

includes adaptive instruction, stimulates active

participation, and promotes effectiveness and

safety.

The primary uses are to:

 Instruct/train individuals in

highly complex operations.

 Provide individual remedial

assistance.

 Accelerate or reinforce learning.

Also, see “CBI”

Group-paced

Instruction

The training of individuals in a group that moves

through the training event en masse (in lock step).

Group-paced Instruction provides for

easy management of the training

audience.

Large Group

Instruction

A means of delivering training that places much of

the responsibility on the instructor or facilitator for

the presentation and management control of the

training event. The instructor uses various modes

of training/instruction, e.g., discussions, practical

exercises, demonstrations.

Large Group Instruction provides a

means to manage the mode of training

easily. The training audience is moved

through the training as a group with

minimal attention to individual trainee

training/assistance requirements.

Small Group

Instruction

A means of delivering training, which places the

responsibility for learning on the individual through

participation in small groups led by

instructor/trainers who serve as role models

throughout the training event. Small Group

Instruction technique uses appropriate processes,

training modes, and techniques tailored to small

groups in order to stimulate learning. The

instructor/trainer facilitates role modeling,

counseling, coaching, learning, and team building

in small group instruction.

Small Group Instruction is a technique

for learning in small groups that

capitalizes on training audience

experiences, requires intensive

interaction, and makes each individual

responsible for his/her own learning.

Cooperation takes precedence over

competition. An instructor/trainer is

required. Small Group Instruction

provides:

 Individualized learning.

 Team building.

 Maximum exchange of ideas.

Individualized,

Self-paced

Instruction

The individual completes lessons at his/her own

pace. This instructional strategy is extremely

effective when properly managed. It is the

foundation for programmed learning and individual

CBI.

When used in a formal environment, it frees up

instructor/trainers to provide 1:1 instruction to

individuals needing assistance.

This technique does not reduce instructor

requirements.

Individualized, Self-paced Instruction

is of immense value because it is built

on the following three principles:

 Information is presented in small

steps.

 The individual learner is given

immediate feedback.

 Each individual learns at his/her

own pace.

To be most effective in a formal

training program, management

controls are put on the time it takes to

complete the training and the number

of times an individual may complete

an evaluation to prove mastery of the

training/learning objective.

Mentoring

Involves a knowledgeable individual who trains,

tutors, and/or guides a subordinate or individual,

e.g., a leader mentors subordinates.

Mentoring provides direct one-on-one

training and guidance to the

individual.

It also can provide direct real life, on-

the-job experience with the required

training and guidance, e.g., an

apprenticeship or on the job-training

program.

CJCSM 3500.03E

20 April 2015

Annex A

Appendix B

D-B-A-6 Enclosure D

MODE

DESCRIPTION

USES

Peer Instruction

Individuals learn from their peers in a group (staff,

directorate, branch, cell, etc.) when working toward

achieving common training/learning objectives.

Individuals are trained by instructor/trainers; then

the trained individuals train other individuals.

Peer Instruction is useful for team

building if properly controlled by the

staff. This technique leverages the

advantages of individual training, peer

pressure, and motivation to achieve a

team objective.

Peer training is most effective for

training job-related individual critical

tasks.

Programmed

Instruction

Information is structured to guide the individual

through the material (paper text, CBI, simulation,

etc.) depending on the individual’s response to

questions.

It is a form of self-paced instruction.

Immediate feedback is provided for individual

responses.

Programmed Instruction takes

advantage of how individuals learn.

It provides information in small bits,

provides immediate feedback, and lets

the individual progress at their own

pace.

Also, see “CBI.”

Workshop

A meeting of elements of the training audience that

come together to work on challenges/problems in

small groups. Members of the workshop share a

common interest and usually meet for an extended

time to improve their proficiency, ability, or

understanding by study, research, discussion, and

securing information from specialists.

A workshop can be effectively

combined with a practical exercise or

series of practical exercises.

Attributes:

 Highly interactive.

 Requires special facilities.

 Limited in terms of size of

training audience.

 Time requirements may not

support TO and training schedule.

Table 2. Menu of Training Modes

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Annex B

Appendix B

D-B-B-1 Enclosure D

ANNEX B TO APPENDIX B TO ENCLOSURE D

MENU OF TRAINING MEDIA

MEDIA

DESCRIPTION

USES

Audio

Recorded audio stored on various media such as

audio tape, CD-ROM, or DVD.

Attributes:

 Easy to record, store and retrieve

information.

 Equipment for use is compact,

portable and easy to operate.

 Flexible and adaptable.

 Duplication is easy and economical.

 Fixed rate of information flow.

 Uses only one sense.

CD-ROM

CD-ROM is a type of optical disc capable of storing

large amounts of data.

A CD-ROM player/drive is required to read the data

on a CD-ROM.

The CD-ROM has data encoded in a spiral track

beginning at the center and ending at the outermost

edge of the disc. The spiral track holds

approximately 650 MB of data or about 5.5 billion

bits.

CD-ROMs are particularly well suited to

information that requires large storage

capacity. This includes large software

applications that support color, graphics,

sound, and especially video.

Attributes:

 Relatively inexpensive to produce.

 Extremely portable.

 Excellent storage and retrieval of

high-quality graphics, audio, and motion

video.

Training Aid

A training aid is an item to enhance training.

Training aids provide a means for reducing the

training development and training execution costs

while improving training efficiency.

Training aids clarify information and present it in a

concise, efficient manner during training, whereas

job performance aids may actually replace certain

elements of training.

Enables trainers to conduct and sustain

task-based training in lieu of using

extensive printed material or an expensive

piece of equipment.

Attributes:

 Often inexpensive and quick to

produce.

 Adaptable to virtually all training

audiences.

 Stimulate learning and gaining task

proficiency.

 Ranges from quick reference memory

aids to small-scale simulations.

 May increase task performance and

proficiency as on-the-job training or job

aids.

Adapted from Department of Defense Handbook Instructional Systems Development/Systems

Approach to Training and Education, MIL-HDBK-1379 Series; Instructional Systems

Development (ISD) and Systems Approach to Training (SAT) MIL-HDBK-29612 Series; TRADOC

Regulation 350-70, Systems Approach to Training Management, Processes, and Products, 9

March 1999, Appendix H; and various other education/training methodology guides

CJCSM 3500.03E

20 April 2015

Annex B

Appendix B

D-B-B-2 Enclosure D

MEDIA

DESCRIPTION

USES

Videotape/film

Videotape/film is an audiovisual medium. The

videotape/film is introduced verbally or with text.

The individuals are informed as to what they are to

learn from the tape/film.

Different methods of instruction may be used to

present the material, e.g., demonstrations can be

used to present information.

Film/Video images can be presented in CBI.

Use videotape/film to show action that is

too dangerous, that cannot normally be

observed by the eye, or that cannot be

readily replicated in the training

environment.

Attributes:

 Can appear to compress or expand

time.

 Can zoom in for enlarged close-ups of

subject and zoom out for telephoto view.

 Presentation occurs via prearranged

sequence.

 Low level of interactivity with training

audience.

Specifically useful for showing:

 Actions that cannot be replicated,

either reasonably or efficiently, in the

training environment.

 Things or actions that are very small

or large.

 Actions that occur too fast or slow.

 Things that are dangerous.

VTC

VTC is an interactive transmission vehicle for

training delivery. VTC supports Video Tele-training

(VTT) including Desktop VTT.

Desktop VTT is the delivery of instruction by the

instructor/facilitator directly to each individual’s

desktop computer. VTT allows

instructor/facilitator-to-individual(s) and

individual-to-individual interaction via audio, video,

chat mode, and file sharing.

VTC/VTT can be problematic because of:

 Technologies involved. Everything needs to

work on all ends for the training session to be

successful.

 Timing. Everyone needs to be present at same

time.

 Expense. Fairly expensive if high-quality

video is required.

 Instructor time. The demands on instructor

time can be enormous.

Allows instructor/facilitator-to-student(s)

and student-to-student interaction via

audio, video, chat mode, and file sharing.

Used to distribute simultaneously training

to a number of students. Different

methods and modes of instruction may be

used to present the material.

Attributes:

 Enables increased class size and the

span of coverage, including CONUS -

OCONUS.

 Facilitates reaching training

audiences in remote locations.

 Reduces travel and per diem costs.

 Effective medium for critical, short-

notice training.

 Provides flexibility to originate

training from any network link.

 Supports moderate levels of

interactivity.

 Facilitates conducting joint, multi-

service, federal, and civilian courses.

 Enables interlinking with other DoD,

government, and private sector training

networks.

CJCSM 3500.03E

20 April 2015

Annex B

Appendix B

D-B-B-3 Enclosure D

MEDIA

DESCRIPTION

USES

WWW

The WWW is an international, virtual-network-

based information service composed of Internet host

computers that provide on-line information in a

specific hypertext format.

WWW servers provide hypertext markup language

(HTML) formatted documents using the hypertext

transfer protocol.

Information on the WWW is accessed with a

hypertext browser such as Mosaic, Viola, or Lynx.

No hierarchy exists in the WWW, and the same

information may be found by many different

approaches.

The WWW provides access to an expansive

universe of multimedia documents

containing text, graphics, sound,

animation, and video.

The WWW enables Web-based training

through the merger of distance or DL, CBI,

and Internet technologies.

Attributes:

 Enables increased training audience

size and the span of coverage, including

CONUS - OCONUS.

 Access to Web-based resources.

 Facilitates reaching training

audiences in remote locations.

 Reduces travel and per diem costs.

 Effective medium for critical, short-

notice training.

 Facilitates just-in-time training

strategies.

 Centralized storage and maintenance.

 Collaboration mechanisms.

 Provides flexibility to originate

training from any network link.

 Facilitates conducting joint, multi-

service, federal, and civilian courses.

 Enables interlinking with other DoD,

government, and private sector training

networks.

Table 3. Menu of Training Media

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Annex B

Appendix B

D-B-B-4 Enclosure D

(INTENTIONALLY BLANK)

CJCSM 3500.03E

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E-1 Enclosure E

ENCLOSURE E

PHASE III (EXECUTION)

1. Introduction. Phase III (Execution) formally begins at the beginning of each

FY and ends when all JELC activities for the year’s final training event are

completed. Phase III activities may occur prior to the beginning of the FY for

those training events that have JELC stages occurring prior to the year of

execution. The purpose of Phase III (Execution) is to execute the joint training

events listed in JTPs or training and exercise inputs to a campaign plan in

order to achieve the requirements-based TOs or campaign objectives

established during Phase II (Plans). Upon completion of each training event,

TPO are analyzed, evaluated and documented in the form of TPEs to determine

whether event-TOs were met and how they apply to CCMD, CSA or supporting

unit-TOs. Observations, issues, and potentially, lessons, are also identified

during each training event. The products of Phase III are used in Phase IV

(Assessment) to determine whether a CCMD is trained to perform the required

mission capabilities, defined by JMETs, to standard. The building block

approach to prepare for joint training events by Service Components, CSAs,

and other supporting organizations supports evaluation and assessment at

each successive level so that subordinate commanders can evaluate their

preparedness for joint training events and CCDR missions.

2. Purpose. This enclosure describes the methodology for designing, planning,

preparing, executing, analyzing, evaluating, and reporting training events.

Academic and/or exercise methods can be used to execute training events.

Although the methods appropriate for each TO should be identified in Phase II

(Plans), the matching of specific methods, modes, and media normally is not

complete until the execution phase. Real-world conditions, among other

factors, may require modification of the content and scope of each scheduled

event to maximize the training value.

3. Phase III: Inputs, Processes, and Outputs. Phase III inputs include the

JTPs, training and exercise inputs to the campaign plan, and relevant lessons

learned. The processes include executing a JELC for each joint training event

and developing associated TPEs. The processes, whether academic or exercise,

support the training requirements and provide the following output: TPOs,

TPEs, and validated observations categorized as DOTMLPF-P issues that reflect

successes or opportunities for training improvement. Inputs, processes, and

outputs associated with Phase III (Execution) are depicted in Figure 46.

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E-2 Enclosure E

Figure 46. Phase III, Execution: Inputs, Processes, and Outputs

4. Training Event Development and Execution. The result of JTP development

should be the identification of training events that will be used to reinforce

current capability or train capability gaps determined during Phase II. The two

primary methods of training are academic and exercise. Appendix B to

Enclosure D provides a detailed description of methods, modes, and media.

a. Academic instruction is conducted either as stand-alone events or as a

precursor, often in a building block approach, for a larger event such as an

exercise. The academic method is selected if the desired outcome is one of the

following: moving from a current level of knowledge to a higher level; filling

gaps in knowledge from a previous knowledge level; or achieving the ability to

apply the knowledge. The latter is normally the desired outcome when

academic instruction is conducted prior to, but in conjunction with, a joint

exercise. Although less rigorous than an exercise, academic instruction must

be designed, planned, prepared, conducted, evaluated, and reported the same

as an exercise to achieve optimum results. Academic instruction may also be

supplemented with distributed online training using the JKO portal to support

both the general and specific functional areas of instruction. The JKO learning

content management system, or other learning management systems, can be

CJCSM 3500.03E

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E-3 Enclosure E

used to track the progress of individuals to prepare for formal academics. JKO

courses embed proficiency statistics for pre-requisite courses that are captured

and reported in advance of training exercise academics to assist trainers in

identifying and training to gaps. Small Group Scenario Trainer (SGST)

scenario simulations provide small group, battle staff distributed training

tailored to complement or augment larger exercise objectives.

b. Exercise events are characteristically resource-intensive (time,

personnel, and equipment), requiring extensive coordination and preparation.

Exercises normally have a 12-24 month planning timeframe. Exercises provide

the best venue for collective training. Legal and regulatory constraints and

requirements over military training of non-U.S. personnel, and expending U.S.

appropriated funds for such training, must be considered during training

method development. Use caution to ensure no Federal laws or regulations are

violated. Consult appropriate legal counsel.

5. Joint Event Life Cycle (JELC). Exercises and other joint training events are

designed, planned, prepared, executed, and evaluated using the JELC.

a. The JELC is a flexible sequential set of processes that can be modified to

apply to various levels of joint event complexity. Although, nominally, a 12-18

month undertaking for major collective exercises, the JELC can be tailored for

any training event and the planning time and activities needed to accomplish

the JELC are directly related to the scale and complexity of the training event

itself. The JELC is used to plan and execute events during Phase III

(Execution) of the JTS and is sometimes defined as a “cycle within a cycle.”

b. The JELC (Figure 47) consists of five stages: design; planning;

preparation; execution; and evaluation, analysis, and reports. A series of

planning events or collaborative sessions provide discrete breakpoints between

each stage of large-scale conferences, while for smaller scale events such as

joint staff board/center/cell training events, the JELC stages could be

performed in a matter of a few days versus months for larger scale collective

training events. A representative list of major JELC milestones is at Appendix

A to Enclosure H, “Joint Event Planning Milestones.” In practice, the JELC

“flows” as a nearly continuous process from one stage to the next, and the

boundaries and timing between stages become nearly indistinguishable. Each

stage of the JELC for major exercises is defined by a series of planning events

designed to provide ongoing guidance, monitor progress, identify challenges,

establish taskings, and provide a breakpoint between each stage. The JELC is

intended to guide and assist event planners in a methodical progression that

ensures that specific joint training and event milestones are accomplished prior

to event execution.

c. The JELC provides sufficient flexibility for exercise and event planners

from supported and supporting commands, CSAs, and other joint

CJCSM 3500.03E

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E-4 Enclosure E

organizations to modify the process as needed to meet organization-specific

joint training requirements. The appropriate level of SME support throughout

the first four phases of the JELC (design, planning, preparation, and execution)

is crucial to providing expertise and current AOR real-world expertise. Given

the complexity of the JELC, the JTIMS provides assistance in JELC

management, to include individual augmentation/SME and unit requests, and

the JTIMS execution phase includes many of these activities, to include the

MSEL and observation collection tool automation. A detailed description of the

JELC is found in reference j.

Figure 47. JELC

(1) Design. Prior to the event, the targeted training audience and the

TOs should be refined and updated based on TPAs and any JTP changes. The

Chairman’s training guidance and HITIs, the commander/director joint

training guidance, lessons learned, and other sources will be incorporated

where possible. Appropriate modes and media supporting the event method

should also be selected.

(a) Mode. The nature of the training audience plays a pivotal role in

determining the best mode of academic event to meet the desired outcome.

training audiences can be classified based on the level of the staff concerned

(CCMD staff, JTF, or component). Within each level, there are also internal

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E-5 Enclosure E

staff training audience levels: commander and principal staff; augmentees;

LNOs; and boards, bureaus, centers, cells, and working groups (B2C2WG).

Each level has disparate experiences, functions, and perspectives as well as

differing availability for instruction and/or training. Based on the audience,

the selection may either be programmed text, platform instruction, facilitated

instruction, staff practical exercise, an academic workshop, or DL. (See Annex

A, Appendix B to Enclosure D for further detail).

(b) Media. Availability of resources is a determining factor in media

selection. The primary consideration is whether the command has the

expertise, tools, or time internally to prepare for the academic event, or if the

command has an opportunity to procure resources from another command or

academic institution (e.g., Joint Forces Staff College). (See Annex B, Appendix

B to Enclosure D for further detail).

(2) Planning. During the planning stage, training event concepts are

refined, event milestones are validated, a draft exercise directive is prepared,

and initial work on supporting plans (simulation, information

management/knowledge management, etc.) is conducted. Training audiences

begin development of event-level TOs. Academic training plans are developed

to prepare both the training audience and exercise control group personnel to

conduct the training event. Identification and refinement of logistics

requirements is completed, and draft opposing forces (OPFOR) and other

required situational forces (SITFOR) are developed. Pre-scripted events

intended to guide an exercise toward specific outcomes are documented in a

Joint Master Scenario Event List (JMSEL). Exercise planners are encouraged

to leverage the JTIMS JMSEL tool, an automated capability specifically

designed to assist in JMSEL management. The JMSEL module facilitates the

work of exercise planners, JMSEL managers, and inject scripters, and supports

execution of exercises with simple, easy to use functions.

(3) Preparation. Developing an event may be as simple as updating

“off-the-shelf” lesson plans or as complex as preparing instructional materials

from scratch. There are three critical factors that should be addressed before

developing a lesson plan or curriculum:

(a) TOs (what the individuals should learn).

(b) Tasks (what the individuals have to do to learn this).

learn the objective).

(d) Determining these factors in advance will increase the likelihood

of developing successful lesson plans. Once a lesson plan and instructional

materials are prepared, instructors, facilitators, observers, and evaluators

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E-6 Enclosure E

should be identified and trained, and rehearsals conducted. The commander,

or designated training manager, should be briefed on the instructional

approach, TPO-supported collection management plan, the AAR, if appropriate,

and how the TPOs will be translated into TPEs. The collection management

plan serves as the guide for the AAR collection effort. It is based on the

supported commander’s JMETL-derived TOs and includes tasks,

responsibilities, and training required to support the collection and evaluation

requirements of the joint exercise AAR.

(4) Execution. Events are developed to satisfy specific TOs. Each event

must provide:

(a) The means (methods, modes, and media) for the training

audience to reach the desired end state of required knowledge (baseline).

(b) The ability to measure whether the training audience achieved

the learning outcome (tasks). For example, can the audience perform to the

level described in the TO? Measurements are made through a well-defined

TPO-supported collection management plan. A TPO is the raw observed

performance data of the training audience performing a task in the training

environment established as the training situation in the TO. TPOs assist in

determining the TPE of the training audience. TPOs are a listing of observer

reports that measure whether the training audience achieved the stated level of

performance in the TO. A single TO can be observed on multiple occasions

during a training event with a new TPO created for each observation. TPOs are

based on (in order of objective merit): actual demonstrations, written and/or

oral tests, practical exercises, briefings, or audience participation. The AAR, as

part of the event, provides the commander direct feedback and allows the

training audience, through facilitated discussion, to examine actions and

results. Deficiencies should be corrected on the spot, when possible, to save

the command from conducting remedial action in the next training cycle.

(5) Evaluation. The evaluation process is identical for both academic

and exercise training events. The AAR provides a “first look” on whether the

training audiences achieved the TOs. Following execution, command trainers

collect the TPOs for each TO in JTIMS, conduct analysis, and make a formal

recommendation (TPE) on whether the training audience achieved the TO. The

TPE is an objective evaluation of the training audience’s observed performance

in the training event against the objective standards of performance specified in

the TO(s) level of performance description. TPEs are developed based on an

aggregate review of the TPOs collected on tasks during training events. The

TPE report in JTIMS assists analysts in creating TPEs by displaying all

associated TPOs and making a recommended TPE rating based on the

information documented in the TPOs. The TPE rating is yes or no. Yes, the

training audience successfully performed the task against the specified

standards of performance, or no, the training audience did not successfully

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E-7 Enclosure E

accomplish the task. The identification of the DOTMLPF-P category with a

narrative reason for the shortfall is useful in determining the necessary

mitigation action(s).

(a) Recommended TPEs are presented to the Training Audience

Leader (TAL) for approval. A TAL is typically O-6 level, e.g. Division Chief, and

is the primary trainer for a training audience. The TAL assesses the training

audience’s training, takes action to correct deficiencies, reviews and approves

TOs, and provides TO input to exercise development. Ideally, a TAL is also the

primary point of contact (POC) for his organization’s JMETs and supporting

tasks to the JMETL, ensuring synchronization among JMET standards, TOs,

and readiness assessments.

(b) TPOs or TPEs can be recommended and approved for export to

JLLIS for inclusion in the command/agency JLLP issue resolution process.

should be reported for consideration in emerging draft joint publications, joint

publication assessments, or joint publication revisions.

6. Products and Milestones. The output of Phase III (Execution) is the

assessment of joint training events and includes TPOs, TPEs, CSRs, and

validated observations, which provide event results that facilitate AARs and

highlight potential issues or best practices to support the assessments in

Phase IV.

a. The initial product that drives each joint training event is the joint event

planning milestones (based on the JELC) that will drive a joint training event

from creation to completion. Just as the JELC was described as a flexible set

of processes, there is no one size fits all timeline that will drive the planning

and execution of each joint training events. Exercise planners must contend

with many different variables as they develop the plan and timing for their joint

event. What is generally true however, is that there is a certain sequence of

actions that should be followed to achieve the best results.

b. Exercise planners are required to review the criteria for submission of a

SMEB during exercise development. If a SMEB will be required based upon

location, size of forces involved, scope, scenario, participants, visibility, and/or

timing, a SMEB must be prepared and submitted NLT 50 days prior to the

established critical cancellation date (CCD) IAW the process described in

Appendix F to Enclosure H.

c. During execution, the Organization Conducting the Exercise (OCE) will

be responsible for ensuring the development and capture of TPOs. These

observations will assist in determining and documenting the TPE level of the

training audience.

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E-8 Enclosure E

d. Following event execution, a deliberate, facilitated AAR process will

ensure the commander/director understands whether the training audience

achieved the TOs, and what lessons can be taken from the training event. Key

overarching and cross-cutting observations and lessons that require additional

resolution and integration within the JLLP are imported into JLLIS NLT event

conclusion (ENDEX) plus 45 days.

7. Summary. Joint training events identified in the JTP are executed using

either an academic and/or exercise method. Execution of academic and

exercise events provides the opportunity to train and verify the training

audiences are trained to the proficiency levels identified in Phase II (Plans).

The JELC methodology is used during Phase III to ensure all required planning

milestones are met and quality training is conducted. The outputs from all

events are aggregated to support assessment in Phase IV (Assessment).

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F-1 Enclosure F

ENCLOSURE F

PHASE IV (ASSESSMENT)

1. Introduction. Phase IV (Assessment) activities are conducted continuously

throughout the training cycle and have no specific start or endpoint. At a

minimum they are carried out monthly in the form of TPAs and MTAs and may

also be executed after each discrete training event once TPEs are available for

analysis and lessons learned/issues are identified for consideration within the

Joint Lessons Learned and Issue Resolution Process. The purpose of Phase IV

(Assessment) is to convert training evaluations from multiple joint training

events into an assessment of readiness and MET proficiency. TPEs conducted

during Phase III are analyzed relative to each J/AMET to develop TPAs. TPAs

for each task in a J/AMETL are analyzed to develop MTAs. TPEs provide an

objective snapshot of an organization’s actual performance during a joint

training event. TPAs and MTAs are subjective assessments of the

organization’s capability to perform in the future. Training assessments are

completed monthly in JTIMS in the form of TPAs and MTAs supporting the

organization’s overall joint readiness assessment.

a. Evaluation vs. Assessment. Before discussing the assessment process,

leaders must understand the important difference between an evaluation and

an assessment. Evaluation looks backward at a specific event, while

assessment looks forward for readiness purposes. During the execution phase,

the commander/director evaluates a specific training audience’s performance

in relation to a specific task, under specified training conditions, and a

designated level of performance during a particular event. Evaluating is using

specified criteria to judge progress toward desired capabilities and determining

why the current degree of progress exists. During the assessment phase, the

commander/director assesses the command/agency’s ability to accomplish its

J/AMETL and perform its missions based on the totality of numerous TPEs,

informal results, actual operations, assessment of J/AMET standards, and any

other pertinent feedback available. An evaluation is a “snapshot” of an

organization’s actual performance. Evaluation helps commanders determine

what is working, determine what is not working, and gain insights into how

better to accomplish the mission. An assessment applies the commander’s

judgment to those collective “snapshot” data points to determine the

organization’s capability to perform in the future. Evaluation looks backward

at a specific event, while assessment looks forward to readiness. Additional

detailed discussion of evaluations and assessments is found in references h

and q.

b. A training assessment is the analytical process used by commanders to

determine an organization’s proficiency to accomplish the capability

CJCSM 3500.03E

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F-2 Enclosure F

requirements defined in JMETs. The assessment phase of the JTS provides

commanders and staffs, at each level of command, valuable information about

mission capability gained from the first three phases of the JTS. The objective

of the assessment phase is to determine if the organization is trained, partially

trained, or untrained. It enables the CCDR to assess the effectiveness of the

training program in improving the joint readiness of his staff and subordinate

and supporting organizations. It provides the commander a clear structure to

identify his staff’s strengths and weaknesses, review issues and lessons learned

and refine his future joint training program, provide guidance, mitigate risks,

reprioritize resources, and serve as an advocate for the HQ and subordinate

and supporting organizations. Likewise, Service Component commanders, CSA

directors, and other supporting organization leaders assess the ability of their

organization’s training programs to prepare their organizations to perform their

assigned missions. The assessment phase of the JTS describes how the

collective training results are:

(1) Used to support organizational proficiency determination.

(2) Translated into future training requirements for subsequent

training cycles.

(3) Developed into lessons learned.

(4) Used to identify and resolve issues.

(5) Made available to other users of training information.

2. Purpose. This enclosure describes the methodology for conducting the

assessment, documenting the results, and distributing those results internally

and externally for action. The methodology is dependent upon three key

factors: clear commander’s/director’s assessment guidance (an assessment

plan); well-documented output from the execution phase (lessons, issues,

TPOs, and/or TPEs); and a disciplined comprehensive assessment process.

3. Phase IV: Inputs, Processes, and Outputs. Although the input and output

are consistent from command to command, process methodologies will vary

due to unique command assessment plans and processes. Inputs include the

current JTP, data gathered during Phase III, relevant joint lessons learned, and

actual operations that may be applicable to the assessment process. The

outputs support the development of TPAs and MTAs that inform the

organization’s overall monthly readiness assessment in DRRS-S, initial

development of the commander’s training guidance for the next cycle,

refinement of issues; documentation of lessons learned; and nominations for

CJCS HITIs. Inputs, processes, and outputs associated with Phase IV

(Assessments) are depicted in Figure 48.

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F-3 Enclosure F

Figure 48. Phase IV, Assessment: Inputs, Processes, and Outputs

4. Assessment Process. The assessment flowchart (Figure 49) depicts the

process steps necessary to develop and document TPAs and MTAs. The

J/AMETL, joint TOs, TPOs, and TPEs are the primary data points for the

assessments conducted in Phase IV. Assessments are based on the training

proficiency of various training audiences relative to J/AMETs when developing

TPAs, while the training proficiency of an organization as a whole is relative to

the J/AMETL when developing MTAs.

CJCSM 3500.03E

20 April 2015

F-4 Enclosure F

Figure 49. Assessment Flowchart

a. Step 1: Collect Training Proficiency Inputs and Assess Organizational

Training Proficiencies. (Figure 50). The first step is to review the organization’s

TPEs. Most of the data should be collected by the functional leader, trainer, or

other observer and recorded in JTIMS, for each training audience. Assess the

training audience's ability to meet JMET and supporting task standards to

determine if the training audience is trained, partially trained, or untrained in

meeting specific standards. This applies objective input to the TPA and directly

relates to the JMET and staff tasks. For example, the J-2 functional leader or

trainer reviews all the TPOs and/or TPEs relevant to J-2 TOs (TPEs are based

primarily on TPOs collected in training events in Phase III). Other sources

include AARs from actual operations, informal results from other internal

training, selected joint lessons learned, assessment of J/AMETs and associated

staff task standards in DRRS-S, and feedback from external sources such as

the operations or training results derived by other organizations.

CJCSM 3500.03E

20 April 2015

F-5 Enclosure F

Figure 50. Step 1: Collect and Assess Training Proficiency Inputs

b. Step 2: Develop TPAs (Figure 51). The second step in the assessment

process is to develop TPAs for each J/AMET and associated staff tasks,

subordinate tasks, or command-linked tasks.

Figure 51. Step 2: Develop TPAs

(1) The commanders/directors, or, as designated, staff directorate leads

who are OPRs for J/AMET or associated staff, subordinate, or command-linked

tasks, make an assessment of how well trained their organization is to perform

the J/AMET or associated staff, subordinate or command-linked tasks. The

following ratings are used for TPAs:

(a) T - Trained. The organization is trained and has demonstrated

proficiency in accomplishing the task under the specified conditions to JMET

and staff, subordinate unit, and command linked task standards.

(b) P - Partially Trained. The organization needs to practice the

task. Performance has demonstrated that the organization does not achieve

CJCSM 3500.03E

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F-6 Enclosure F

the standard without some difficulty or has failed to perform some task steps to

standard or has failed to execute the task under conditions specified, or has

not tried to execute the task during the pertinent reporting period.

to achieve the task to JMET and staff, subordinate unit, or command linked

task conditions and standards.

(2) Training audience TPEs were collected in Step 1 and categorized by

joint TO. Multiple TPEs for each training audience joint TO are reviewed and

analyzed relative to the J/AMET standard they are associated with and the

final product is the TPA with a rating of T, P or U. Supporting TOs are linked

to a specific J/AMET or associated staff tasks, subordinate unit tasks or

command linked tasks and associated standards.

c. Step 3: Analyze Observations, Issues and Lessons (Figure 52).

Observations (potential issues and best practices) developed during Phase III

and the reporting stage of each training event are collected and reviewed. They

are then analyzed to determine validity and recommended/approved for export

to JLLIS. JLLIS enables commands to share selective observations, lessons,

best practices, and lessons learned across the joint community, as well as

elevate validated observations to the joint issue resolution process. To support

information sharing, the issue, best practice, or lesson learned should be fully

documented in JLLIS, to include the associated UJT or DOTMLPF-P category

(references f and g). Finally, nominations for, or deletions from, the CJCS HITI

list are selected for consideration.

Figure 52. Step 3: Analyze Observations, Issues, and Lessons

d. Step 4: Develop MTAs (Figure 53). MTAs are developed based on the

review and analysis of organizational TPAs and the MTAs of subordinate and

supporting organizations relative to an associated J/AMET. While MTAs are

subjective assessments, they reflect the demonstrated ability of the

organization to perform the tasks that make up the J/AMETL. Once the

assessments are complete for each J/AMET and associated supporting tasks in

JTIMS, the commander/director assigns an overall MTA of command

CJCSM 3500.03E

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F-7 Enclosure F

proficiency for each mission being assessed. This monthly assessment is

entered into JTIMS. The following ratings are used for MTAs:

(1) T - Trained. The organization is trained and has demonstrated

proficiency in accomplishing the assigned mission under the specified

conditions and to required standards.

(2) P - Partially Trained. The organization needs to practice this

mission. Performance has demonstrated that the organization does not achieve

the standards without some difficulty or has failed to perform some mission-

essential task to standard or has failed to execute the mission under conditions

specified, or has not tried to execute the mission during the pertinent reporting

period.

(3) U – Untrained. The organization cannot demonstrate the ability to

complete the mission under the specified conditions and required standards.

Figure 53. Step 4: Develop Mission Training Assessments

e. Steps 5 and 6 (Figure 54): Prepare Training Assessment, Obtain

Commander/Director Approval and Publish in JTIMS. Once all the

assessments have been completed, the staff prepares a recommendation for the

commander/director that includes the proposed TPAs and MTAs with

supporting documentation, refined issues, documented lessons, CJCS HITI

nominations, and possible inputs for the commander/director training

guidance for the next training cycle. The commander approves or adjusts the

staff recommendations and provides more definitive guidance for the next

training cycle. Commander/director decisions are then captured in JTIMS.

CJCSM 3500.03E

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F-8 Enclosure F

Figure 54. Steps 5 and 6: Prepare Commander’s Assessment

5. Products and Milestones. The JTS Assessment Phase generates internal

and external outputs (Figure 55).

a. Internal Uses of Training Products: The training assessment products

are the primary tool the commander/director uses to improve training

proficiency. These products are used to make immediate changes to the

current JTP or for input into future JTPs.

(1) Adjust the Current JTP: If, during the evaluation of a joint training

event, a deficiency or shortfall is deemed critical to mission accomplishment,

the commander may elect to revise current training plans to correct the

identified deficiency within the current training cycle. Current training plan

revision might have significant short-term impacts on joint and Service training

events that are already planned.

(2) Input to Future JTPs: When commanders determine that

deficiencies can be corrected with the resources allocated, they direct that

assessment results be included in future training. Commanders should focus

their training resources and efforts on J/AMETL tasks assessed “P” (partially

trained) or “U” (untrained). However, some tasks assessed as “T” (trained) may

still be included as valid requirements for future JTPs because of other factors

such as perishability or personnel turnover.

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20 April 2015

F-9 Enclosure F

Figure 55. Internal and External Assessment Products

(3) Input to Readiness Reporting: J/AMET and associated staff tasks,

subordinate unit tasks, or command-linked tasks TPAs are considered by task

OPRs when conducting monthly readiness assessments. When approved in

JTIMS, TPAs are visible in DRRS-S to inform overall readiness assessments.

b. External Uses of the Training Product: Joint training results are made

available to other users of training products (Table 4). The outputs of training

assessment can be integrated into many different documents and can be used

for short- or long-term issue resolution, readiness reporting, or modifying

training requirements.

CJCSM 3500.03E

20 April 2015

F-10 Enclosure F

Process/Product

Originated By

How Used

Reference

Issues

CCDRs and CSA directors

Inputs into the CJCS Joint Force

Readiness Review (JFRR), and

requirements development programs as

well as internal CCMD and Service

issue resolution programs

CJCSI 3401.01

JCCA/JFRR

J-3

Primary CJCS assessment of joint

readiness

CJCSI 3401.01

CJCSI 3100.01

JCIDS

OSD, Joint Staff, CCMDs,

and Defense agencies

Recommendation of DOTMLPF-P

solutions to address capability gaps

CJCSI 3170.01

JROC

JCIDS

Submit solution to identified deficiency

via DOTMLPF-P Change

Recommendation

CJCSI 3170.01

JDDS

CJCS, Director of the Joint

Staff, Joint Staff Directors,

CCDRs, or Service Chiefs

Develop and/or change joint doctrine

CJCSI 5120.02

PME Review

Process

MECC, PME feedback

Modify PME curricula dependent upon

those issues reviewed

CJCSI 1800.01

Joint Strategic

Planning System

CJCS based on inputs from

Comprehensive Joint

Assessment (CJA)

CJCS reviews results for improving,

revising, or deleting existing plans

CJCSI 3100.01

JLLP

CJCS, Joint Staff J-7

Validated observations exported from

JTIMS for potential inclusion into joint

issue resolution process. Issues are

addressed across the spectrum of

DOTMLPF-P.

CJCSI 3150.25

HITI

CJCS, via input from OSD,

CCMDs, CSAs, NGB, Joint

Staff, and Service Chiefs

CJCS for inclusion in the CJTG for

validation, review, and guidance on JTP

development

CJCSN 3500.01

HITR

CCDR

JFPs (Services, USSOCOM, and

USTRANSCOM) and Service

components use CCMD HITRs linked to

key theater capabilities to guide joint

force training and preparations for

deployment to meet CCMD mission

capability requirements

CJCSI 3500.01

Joint Concept

Development

Process

CJCS and Joint Staff

Provides guidance for joint concept

development and synchronizes the

efforts of the joint concept community

in the DoD capabilities-based approach

to transformation

JV2020

CJCSI 3010.02

Table 4. Training Products Users Matrix

(1) Joint Combat Capability Assessment (JCCA): The JCCA process

supports the Chairman in his execution of title 10 responsibilities and informs

other Joint Staff processes that require readiness input. The Joint Force

Readiness Review (JFRR) is a key component of the Chairman’s Readiness

System (CRS). This system measures and reports on the readiness of military

forces and the supporting infrastructure to meet missions and goals assigned

by the Secretary of Defense (references i and r). The CRS focuses on near-term

(execution and budget year) readiness issues. If a training strength or

deficiency reflects current joint readiness status, CCDRs may include the

assessment in the JFRR.

(2) Joint Capabilities Integration and Development System (JCIDS).

JCIDS implements an integrated, collaborative process to guide development of

new capabilities through changes in joint DOTMLPF-P (reference s).

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F-11 Enclosure F

(3) Joint Doctrine Development System (JDDS): This process is used to

develop, assess, and revise current joint doctrine. The JDDS is discussed in

detail in reference t.

(4) Professional Military Education (PME) Review Process: Feedback on

PME curricula currency, quality, and validity is available from a variety of

sources. These sources include the combined actions of the individual

colleges, joint education conferences, Military Education Coordination Council

(MECC) meetings, and formal feedback systems used by the various PME

institutions. Individual education conducted by MECC member institutions

complements training, experience, and self-development to produce the most

professionally competent, strategically-minded, critically-thinking individual

possible. In its broadest conception, education conveys general bodies of

knowledge and develops habits of mind applicable to a broad spectrum of joint

endeavors (reference u).

(5) The Comprehensive Joint Assessment (CJA) collects inputs for the

Chairman’s strategic assessment effort that informs multiple assessments

across the Joint Strategic Planning System. The CJA survey facilitates

comprehensive, integrated assessments by CCDRs, Service Chiefs, Chief, NGB

and CSA Directors regarding their ability to meet title 10 and UCP

responsibilities and support the NMS within their AOR or functional area. The

CJA produces a common understanding of the strategic environment and risks

to national interests relative to current and future military performance in

safeguarding the nation. The CJA gathers input from the Service Chiefs and

CCDRs relating to their ability to meet title 10 and UCP responsibilities and

support the NMS within their AOR or functional area. Service Chiefs and

CCDRs often use training and exercise feedback to assist in describing the

state of their organizations, opportunities, challenges, and requirements

(reference r).

(6) Other Agencies: The training products identified in Table 4 should

be used to report to other agencies requesting status reports. Inputs may also

be included in the Quarterly Readiness Report to Congress prepared by the

Joint Staff and OSD staff. This type of assessment is generally only a reporting

venue. However, defined issues requiring correction or validation generated

from CCMD readiness assessments provide input to CJCS strategic

assessments to identify operational shortfalls and deficiencies through the

JCCA process (reference r).

(7) Joint Lessons Learned Program (JLLP): Joint Staff J-7 Joint

Lessons Learned Division executes the Chairman’s lessons learned program

collecting, processing, analyzing and maintaining relevant lessons learned to

enhance joint operations capabilities and to ensure joint lessons are learned

and integrated into future joint development. The Joint and Coalition

Operational Analysis Division collects and aggregates data, conducts analysis,

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F-12 Enclosure F

and produces and disseminates products to enhance the joint capabilities of

the force (references f and g).

(8) HITIs: HITIs are CJCS special-interest items developed from OSD,

CCMD, CSA, Service, and Joint Staff inputs from lessons learned, readiness

reports, operational assessments, and those issues that have been identified by

the Joint Staff and require CCMD validation (reference v). They should be

considered items of special emphasis for the upcoming training cycle.

(9) HITRs: HITRs are identified and prioritized by CCMDs in JTIMS;

they are linked to key capabilities or JMETs required by that CCDR for

operations in-theater. HITRs are nominated to supporting JFPs (Services,

USSOCOM, U.S. Strategic Command (USSTRATCOM), and U.S. Transportation

Command (USTRANSCOM)), Service components, or higher HQ to guide joint

force training and preparations for joint operations to meet CCMD mission

capability requirements. HITRs assist Service components in developing

actionable training programs and guidance for assigned forces. Joint Staff J-7

will publish the consolidated list of HITRs as Tab H of the CJCS JTP (reference

a).

(10) Joint training observations may help shape the development of

new joint concepts by identifying and analyzing trends, best practices, and

insights derived from CCMD exercises across the full range of joint functions

and mission sets (reference w).

6. Summary. The focus of the assessment phase is on the organization’s

capability to accomplish its assigned missions. Commanders/directors use

aggregated objective data in the form of TPEs to assess subjectively their

organizations training proficiency to execute J/AMETs (in the form of TPAs)

and J/AMETLs (in the form of MTAs). The assessment phase completes the

joint training cycle, and begins the next cycle by determining future training

requirements. It may also impact current JTPs if critical training shortcomings

or deficiencies are identified. Since the training aspect reflects an

organization’s mission capability, the JTIMS Assessment Phase data also

provides a monthly input to DoD via DRRS-S. The outputs of Phase IV are the

commander/director’s MTAs and TPAs.

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G-1 Enclosure G

ENCLOSURE G

INDIVIDUAL AND COLLECTIVE JOINT TRAINING

1. Introduction. Individual and collective joint training represent the types of

joint training audiences that must be considered in the design and

implementation of joint training programs. Joint training programs typically

should use a stair step approach to ensure that TOs are trained progressively

at the individual, team, staff, and unit levels, culminating in an organizational

event that validates the training at all levels. METL-based TOs must precisely

identify the correct audience to ensure that the performance objective and level

of performance focus the training audience on specific identified capability

gaps/shortfalls to be addressed during training events.

2. Purpose. To describe the attributes of the individual and collective joint

training pillars of the Joint Learning Continuum using the construct of the

JTS.

3. Joint Learning Continuum. Joint professional development is the product

of a learning continuum (Figure 56) that comprises interdependent supporting

pillars of: individual education, training, self-development and experience; and

staff and unit collective training. A more detailed description of the elements of

the continuum are found in reference x.

Figure 56. Joint Learning Continuum

CJCSM 3500.03E

20 April 2015

G-2 Enclosure G

a. The foundation of the education element of the joint learning continuum

is Service and Joint Professional Military Education (JPME).

b. Most commands and agencies have training programs that support

individual and collective preparation for command missions. The Blended

Learning–Training System (BLTS) supports joint training by providing a

comprehensive process for trainers to identify and fill knowledge gaps across

the joint training continuum. It provides joint force commands with options to

maximize training by leveraging online learning activities, metrics and

assessments, transmedia storytelling, in-resident academics, TTXs, distributed

small-group simulation-based part-task training, and tailored feedback into the

JELC.

4. Joint Qualification System. The Joint Qualification System (reference y) is a

multi-level system open to all officers of the active and reserve components,

which recognizes joint experiences, regardless of where or how they accrue.

The Joint Qualification System establishes that joint expertise is based on a

career-long accumulation of experiences gained through assignments to joint

organizations for extended periods or through the performance of temporary

duties of shorter duration. The career-long accumulation of joint experience

encourages officers to earn progressive levels of joint qualifications based on

knowledge, skills, and abilities in joint matters. Joint experience accrues

where jointness is applied through long-term standard joint duty assignments

or short-term joint duty assignments during joint operations. Unique to this

system is the opportunity to acknowledge that officers also gain expertise in

joint matters based on their involvement in joint exercises and other forms of

joint training, as well as JPME and other education. Joint experience, joint

training, and other education must have direct relevance to the definition of

“Joint Matters” and be designated by the CJCS.

5. Joint Training. Training is described as instruction and applied exercises

for acquiring and retaining KSAAs required to complete specific tasks and

encompasses two types (individual and collective) of joint training (reference a).

Joint training uses joint doctrine and TTPs, or tactical requirements considered

necessary by the CCDRs to execute their assigned or anticipated missions.

Joint training involves forces of two or more Military Departments interacting

with a CCMD or subordinate joint force commander, and involves joint forces,

joint staffs, and/or individuals preparing to serve on a joint staff or in a joint

organization and is conducted using joint doctrine. The types of joint training

audiences at CCMDs are defined below:

a. Individual Joint Training: Training that prepares individuals to perform

duties in joint organizations (e.g., specific staff positions or functions) or to

operate uniquely joint systems. Individual joint training ensures that

individuals know, are proficient in, and have the competencies and skills to

CJCSM 3500.03E

20 April 2015

G-3 Enclosure G

apply joint doctrine and procedures necessary to accomplish assigned joint

tasks to standard.

b. Collective Joint Training: Training that prepares joint staffs, joint staff

elements, joint organizational teams, or units within joint organizations to

integrate and synchronize owned and provided capabilities to respond to

taskings deemed necessary by CCDRs and subordinate joint force commanders

to execute assigned missions. The organizational team for the CCDR includes

the commander and his staff, subordinate and supporting joint force

commanders and staffs, and assigned forces to execute required strategic and

operational tasks to standard.

6. Application. The JTS methodology requires an understanding of the

interrelationships between individual and collective training requirements.

This is particularly relevant with respect to the many working groups within

the B2C2WG construct, which are generally the hardest to reach and train

before an exercise as they don’t form until late in the joint exercise process.

Joint staff integrated elements in the B2C2WG are formed by various

individuals across the CCMD or fillers from the RC or individual augmentees

from other Active Components. Approaches to develop and conduct joint

training for joint training audiences could be thought of as sub-systems within

the overall system with focused application in each JTS phase to achieve the

desired (required) individual and collective joint training.

a. JTS Phase I identified the J/AMETL as well as responsible organizations

for each task. Additionally, subordinate and supporting organizations

identified staff tasks, subordinate unit tasks, and command-linked tasks. This

becomes the basis for understanding the correct training audiences and TOs

required to fully train the capabilities described in the J/AMETL and

associated supporting tasks.

b. JTS Phase II processes are similar for each training audience of a joint

training program in that they first successively identify deficiencies in required

capability that can be eliminated or mitigated through training and then set

out to improve required capability through application of training opportunities

and resources. Once training requirements are identified and TOs are

developed, joint training planners determine the most effective and efficient

method(s), mode(s), and media in meeting those TOs, design joint training

events within existing resource constraints, and synchronize joint training

audiences into a schedule of events. The JTP must be fully integrated and

mutually supporting across all required individual and collective joint training

events to meet the identified TOs.

c. A comprehensive JTP schedules and executes joint training events to

meet the ultimate goal of building and sustaining CCMD capabilities through

integration of individual and collective training events. More numerous and

CJCSM 3500.03E

20 April 2015

G-4 Enclosure G

“Do essential things first. There is not enough time for

the commander to do everything. Each commander will

have to determine wisely what is essential, and assign

responsibilities for accomplishment. He should spend the

remaining time on near essentials. This is especially true

of training. Nonessentials should not take up time

required for essentials.”

General Bruce C. Clarke

adaptable training opportunities will be available to train individuals and

staffs, while far fewer and less adaptable training opportunities will be available

at progressively higher collective joint training levels. The BLTS is a key

process that helps trainers reach a diverse and distributed training audience of

individuals and small groups before the exercise with tailored, measurable and

relevant training packages. Planners should take every opportunity to conduct

multi-echelon training events that maximize training across audiences.

d. Assessment of both current capability and the training element of

readiness is crucial to the organization’s overall joint readiness assessment.

All joint training events are evaluated to ascertain the level of performance of

the training audience against objective task performance standards. Training

is about preparing people to perform tasks. Individual task proficiency is the

foundation for staff and unit proficiency and collective capability. TPAs

developed using the TPEs completed in Phase III of the JTS can be viewed as

building blocks in identifying individual and collective competence and then

identifying the training element of mission readiness through mission training

assessment.

7. Summary. Joint training, as an interdependent supporting pillar of the

joint learning continuum, places the emphasis on the training of individuals

and joint organizations under a unified command using the organization’s

J/AMETL and the processes of the JTS. Joint training begins with qualifying

the individual to perform assigned tasks on a joint staff and then qualifying the

CCMD staff to execute theater responsibilities as a joint team, and finally

training the collective organization of commander and staff, subordinate joint

force commanders and staffs, component commanders and staffs, and units to

integrate and synchronize ready combat and support forces to execute assigned

missions. Meeting the training requirements developed from the identification

and assessment of the organization’s JMETL should be viewed as the minimum

desired outcome of all joint training events. Organizations will be continually

challenged to balance available training resources against the total training

requirement and must consider and use innovative training strategies to train

all their joint training audiences to required standards of performance.

CJCSM 3500.03E

20 April 2015

Appendix A

G-A-1 Enclosure G

APPENDIX A TO ENCLOSURE G

INDIVIDUAL JOINT TRAINING

1. Introduction. The focus of individual joint training is on preparing

individuals to perform duties to standard in joint organizations (e.g., specific

staff positions or functions performing joint tasks). The goal of individual joint

training is to ensure that individuals are proficient in their assigned or

anticipated joint tasks and have the competencies and skills to apply joint

doctrine and procedures necessary to function as joint staff members to assist

the CCDR, and subordinate joint force commanders, in integrating and

synchronizing joint forces to accomplish assigned missions. Individual joint

training events are supported by a BLTS that systematically integrates online

course content with embedded metrics and assessments that support in-

resident academics. It then distributes small group scenario part-task trainers

to support B2C2WG team-related training, TTXs, senior leader seminars, and

combinations of the transmedia training methodologies, in order to qualify joint

individuals to perform to standard on a joint staff.

2. Purpose. This appendix provides conceptual guidance on how an

organization could apply BLTS processes to the individual joint training

element of their joint training program. The detail within this guidance is

meant as an example and is presented with the understanding that there may

be other fully acceptable variations of individual joint training implementation

across the joint community.

3. Individual Joint Training. The process of ensuring that DoD training fully

meets the capability requirements of the CCDRs to execute their assigned and

anticipated missions begins with individual joint training. The expectation is

that DoD personnel have the right knowledge, skills, and abilities to perform

their assigned essential tasks. Ideally, individuals are qualified for their duty

positions prior to joint assignment and/or real-world joint operations. The

current personnel assignment processes, however, do not necessarily ensure

the preparation of every individual for joint duty assignment prior to arrival at

a joint duty station. Every effort, however, should be made by the Services to

best prepare every individual for their joint duty assignment with PME, JPME,

and, in some cases, specialized individual training. Within the JTS, the BLTS

supports CCMDs and joint commands with the training of individual

augmentees from both the Reserve and Active Components who join CCMD

training events IAW the CCMD’s specified Joint Manning Documents (JMDs).

a. CCMD individual joint training processes should include an initial

assessment of an individual’s competence compared to the performance

requirements of the specific joint position – ideally before the individual is

CJCSM 3500.03E

20 April 2015

Appendix A

G-A-2 Enclosure G

assigned to joint duty. This assessment should identify any shortfalls in the

individual’s competence. Then, joint training and education should be

individually determined and provided to joint qualify individuals assigned or to

be assigned to a joint duty position. CCMDs should implement individual joint

training programs to focus on command specific requirements for joint

officer/enlisted member performance to maximize the capabilities of their

assigned personnel for the entirety of their assignments.

b. Individual Joint Training Requirements. Phase I (Requirements)

determines the mission capability requirements of the joint duty positions on

an organization’s staff (Table 5). This analysis is based on the output of the

JTS Requirements Phase: namely the command JMETL defined in terms of

tasks/conditions/standards/organizations (T/C/S/O) and a mission analysis

to refine mission capability requirements down to individual staff duty

positions. The tasks each individual performs in those duty positions, under

the relevant conditions to the standard specified by the commander (or his

designated OPRs for respective JMETs), would potentially form a mission task

list for each staff position. This position task list, based upon the mission

analysis down to individual staff positions, could be developed and termed an

Individual Position Qualification Task List (commands and organizations may

have other titles or approaches). This task list could then be used to focus

joint training and preparation of individuals assigned to each joint staff

position. As individual staff members become trained and proficient in these

tasks, those individuals become qualified for their duty position.

Requirements

 Current NMS

 JSCP

 Presidential and SecDef Directives

 Treaty Obligations

 UCP

 GEF

 DoD Directives

 Command Plans (OPLANs/CONPLANs)

 Campaign Plan

 Higher HQ JMETL

 Joint Doctrine

 Commander/Director Guidance

 UJTL

 Service Task Lists

 From collective and staff processes, conduct mission analysis to identify capabilities

required of individual positions based on organization mission(s), command plans and command

assignment of mission responsibilities (to include supporting tasks).

 Identify relevant conditions affecting individual task performance

 Identify task performance standards

 Develop Individual Position Qualification Task List by aligning tasks to individual positions

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G-A-3 Enclosure G

Requirements

Individual Position Qualification Task List

Table 5. Individual Joint Training Requirements: Inputs, Processes, and

Outputs

c. Individual Portion of the JTP. The first process step of Phase II

(Individual Portion of the JTP) is to determine the qualification shortfalls of

each individual prior to assignment to or once assigned to a joint position

(Table 6). This can be accomplished by assessment of the individual’s previous

education, training, experience, and self-development against the identified

required capabilities necessary to perform effectively the tasks inherent in the

joint duty position using the Individual Position Qualification Task List derived

in Phase I (Individual Requirements). Identified gaps and deficiencies in the

individual’s current capability lead to the determination of individual training

requirements aimed at increasing the individual’s joint duty position

qualification level and task performance to established standards.

(1) Training tasks generally fall into five areas or groups. Three

training areas make up a common foundation for individual joint training when

matched to a specific organization or assignment. These are mandated

recurring training, command and theater orientation training, and information

management training. Two other training areas making up the remainder of

individual joint training tasks are specifically derived from the command

JMETL (T/C/S/O) and position analysis. These are Battle Staff or Joint

Operation Center training, and Mission Area training.

(a) Recurring training mandated by directive (such as annual

Antiterrorism Level I training, etc.).

(b) Command and theater orientation and/or requirements training

(such as NATO relationships, AOR definition and mission, Department of

Homeland Security (DHS) functions, AOR Interagency functions, and theater

entry requirements).

Processing training, the use of the JKO, JLLIS training, JTIMS training, etc.).

(d) Battle Staff or Joint Operations Center training: Includes

Information Superiority, Joint Logistics, Joint Operations, and the Joint

Operation Planning Process, to include Adaptive Planning and Execution

concepts of contingency planning and crisis action planning and the use of

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G-A-4 Enclosure G

tools such as Joint Operation Planning and Execution System (JOPES), JCRM,

Preferred Force Generation (PFG), Logbook, Global Force Management – Toolset

(GFM-TS), Status of Resources and Training System, and DRRS-S and

understanding concepts associated with the Joint Capability Areas.

(e) Mission Area training: Examples include areas such as C2,

Battlespace Awareness, Force Applications, Logistics, Protection, Analysis and

Protection, GFM, etc.

Plans

 Individual Assignment Positions

 Individual Position Qualification Task List

 Joint Doctrine/Tactics, Techniques and Procedures (TTP)

 SOPs

 Relevant Lessons Learned (LL)

 Commander/Director Guidance

 Individual TPA/MTA

For Individual Training Events:

 Assess Current Capability against Position Qualification Task List (T/C/S)

 Identify Capability Deficiencies

 Identify Training Requirements with Tasks, Conditions, and Standards

 Resulting training requirements generally fall into six elements or groups:

 Battle Staff or Joint Operations Center training

 Functional Capability Area training

 Mandated recurring training

 Command/theater orientation training

 Information Management training

 Develop TOs

 Determine Training Method(s)/Mode(s)/Media

 Design Training Events/Schedule Resources

 Develop/Publish Individual Portion of the JTP

Individual Portion of the JTP

Table 6. Individual Portion of the JTP: Inputs, Processes, and Outputs

(2) Using the conceptual Individual Position Qualification Task List,

joint training tasks can be identified and an individual portion of the JTP can

be produced to facilitate increasing individual competencies in the tasks that

their joint duty position requires. Although there is one JTP for the command,

the detailed breakout of individual joint training by function or position could

better facilitate the management of individual joint training and qualification.

Currently, the individual education, training, and preparation functions are

addressed differently across many commands and organizations. In many

instances, these functions are not necessarily directly under the purview of the

same staff element or directorate responsible for JTP development and the

collective joint training program. The separate elements managing individual

education, training, and preparation, however, can be integrated effectively

through intra-command boards or working groups and focused on mission

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G-A-5 Enclosure G

capability requirements founded upon the command JMETL. The use of

learning management systems to support the implementation of command

individual education, training, and preparation functions has continued to

grow in breadth and fidelity as command training programs mature.

(3) Ultimately, individual position qualification task lists, an individual

portion of the JTP, and experience tracked through learning management

systems could all serve to better support generation of joint force commander

required mission capabilities. An individual portion of the JTP could identify

the training required for the individual, TOs, the training events needed to

satisfy those objectives, and document the scheduling of the resources required

to conduct the training events. Joint training events are developed by selecting

the most appropriate method(s), mode(s), and media to support

accomplishment of the required TOs within the constraints of available

resources. Once an individual portion of the JTP is developed and finalized, an

individual joint training schedule can be built to coordinate the execution of

the individual joint training events and for integration into the command’s

overall JTP.

(4) The individual portion of the JTP could generally serve the training

requirements of two joint training audiences. The first training requirement is

the training of new arrivals in their command orientation and indoctrination

tasks and complete initial position qualification task training. This training is

commonly completed within the first 30-60 days on station, followed by some

periodic currency or proficiency requirement. For example, the Joint Staff J-7

has created a BLTS to enhance joint training and provide CCMDs and joint

force commands with options to maximize their training by blending online

learning activities, metrics and assessments, in-resident academics, TTXs,

distributed small-group simulation-based training, and tailored feedback into

the JELC. This includes a Joint Force Command curriculum that can be used

for joint staff officer learning and skill development. Individual online courses

include self-paced 100-level (basic) and 200-level (intermediate) joint force

command content. All courses are accessible through JKO, the enterprise

training system that delivers web-based training courses. Joint Force

Command 100/200 courses contain a pre-test. If the trainee scores with 100%

accuracy, the student moves on to the next content module. This helps

customize instruction for each person, reduce redundant work, and maximize

participants’ time on instructional tasks. Participants complete a post-test

which must be passed to advance to the subsequent course, and retake

questions on the test as many times as needed to assure content mastery. The

second broad individual joint training requirement is recurring training for

experienced command staff members. This is follow-on training conducted to

improve individual staff member competencies in functional or job specific

areas and tasks or to sustain the required level of proficiency. These follow-on

individual joint training audiences tend to be smaller audiences with increased

subject matter expertise or supervisor instruction using small group

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G-A-6 Enclosure G

discussion, TTXs, or computer supported interaction. Examples include

weekly one-hour dedicated functional training time periods or monthly

command training days.

d. Individual Joint Training Execution. The focus of Phase III (Execution)

(Table 7) is executing and evaluating each individual joint training event in the

JTP. The activities include the refinement of the design of the specific training

event, conducting execution planning, finalizing event preparations, conducting

the event, evaluating individual task performance relative to specified TOs, and

determining training proficiency. During individual training events, TPOs are

captured with performance feedback provided to the individual both during

and after completion of the training in the form of an AAR. TPEs are developed

based on the observations of each individual’s task performance. Potential

lessons learned are also identified during this phase for further analysis and

definition in the assessment phase. The primary outputs of Phase III are the

individual TPEs. Organizations should document the individual training and

qualification of assigned personnel in an individual training report.

Execution

 Individual Portion of the JTP

For Individual Training Events:

 Refine/Plan/Prepare/Conduct/Evaluate Training Events

 Develop/Capture TPOs

 Review TPOs

 Determine/Document TPE level

 Individual TPEs

Table 7. Individual Joint Training Execution: Inputs, Processes, and Outputs

e. Individual Joint Training Assessment. Phase IV (Assessment) will assess

an individual’s competence, based on the individual’s ability to perform at the

level required to meet the joint task standard(s), for those mission tasks the

individual is required to accomplish (Table 8). During Phase IV, the

individual’s supervisor or designated observer will assess the individual’s

performance proficiency using the outputs from multiple training events and

real-world experiences. The individual joint performance assessments

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G-A-7 Enclosure G

determine whether or not the individual is competent to accomplish specific

tasks in support of his/her organization’s assigned missions. If the individual

is assessed as proficient in the required tasks, the results are recorded in the

individual’s training record and if not, remediation of the applicable individual

joint training is accomplished to correct any shortfalls in individual

performance and capability. Training assessment is an on-going process

throughout the entire Assessment phase providing feedback for both the

current and future Commander’s Training Guidance.

Assessment

 Individual TPEs

For Individual Joint Training: supervisors/instructors will:

 Analyze TPEs from Phase III

 Develop updated Individual TPA

 Provide updated individual joint performance assessment to support MTA

 Recommend Individual Joint Training Guidance to the commander

 Determine and forward Lessons Learned

 Identify and forward issues (DOTMLPF-P)

 Input to Commander’s Training Guidance

 Updated Individual TPA

 Validated Lessons Learned

 Defined Issues

Table 8. Individual Joint Training Assessment: Inputs, Processes, and

Outputs

4. Summary. Individual skill proficiency is the basis for collective proficiency.

A comprehensive and progressive individual and collective training program

ensures that joint organizations master the essential tasks that are required to

execute assigned missions. Individual skills form the bedrock for all

subsequent team, staff, and unit capability and must be systematically

addressed in joint training programs. Individual training can be effectively

designed, executed, and assessed using the joint training four-phased

methodology that will align individual and collective training requirements with

assigned mission to produce trained and ready individuals, staffs, and units.

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G-A-8 Enclosure G

(INTENTIONALLY BLANK)

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Appendix B

G-B-1 Enclosure G

APPENDIX B TO ENCLOSURE G

COLLECTIVE JOINT TRAINING

1. Introduction. Collective joint training prepares teams, staff elements (i.e.,

B2C2WGs), staffs, and units to integrate and synchronize owned and provided

joint capabilities to accomplish required JMETs. Historically, collective joint

training has been synonymous with large scale exercises. However, collective

joint training is more than that. The JTS, (fully described in Enclosures B

through F), is designed to support organizational joint training programs that

encompass the full range of individual and collective joint training events.

Collective joint training is instruction and applied exercises that prepare joint

organizational teams to complete required tasks as a unit. Collective joint

training builds on the foundation of individual joint training, and develops the

capability of CCMDs, their subordinate joint force commands, and functional

components to integrate and synchronize forces in performance of required

tasks to standards while working as part of a larger joint, interagency,

intergovernmental or multinational team. Therefore the primary training

audience for CCMD collective joint training is not the fielded forces (nor are

fielded forces necessary for collective training), but the senior commanders and

their staffs responsible for the integration and synchronization of owned and

provided mission capabilities. These strategic and operational tasks are

derived from the CCDR’s mission responsibilities. A joint force commander’s

assessment of current capability against required mission capability identifies

capability deficiencies and shortfalls. Further analysis of those identified

deficiencies in capability serve to identify joint training requirements, establish

priorities and form the joint training focus for the joint training cycles

articulated in the Commander’s Training Guidance (Tab A) of the JTP.

2. Purpose. This appendix provides guidance on how an organization can

apply JTS processes to develop, execute, and assess collective joint training in

a fully developed joint training program. It describes the attributes of collective

joint training programs, and how collective joint training prepares staffs from

CCMDs and subordinate joint force commands, including joint functional

components, to integrate and synchronize owned and provided capabilities

under unified command to accomplish required strategic and operational

tasks. Effective individual and collective joint training is critical to ensuring

that CCMD staff, subordinate joint force command staffs, and functional

components are adequately prepared and mission ready.

3. Collective Joint Training. Collective joint training builds on the foundation

of individual joint training. It centers on strategic and operational joint tasks

defined by strategic and operational timeframes, planning, decision making,

and C2. Joint tasks requiring collective joint training to generate and sustain

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G-B-2 Enclosure G

required capabilities are derived from CCMD missions and joint doctrine and

critically focused by identification of JMETLs, command-linked, subordinate

unit, and staff tasks. Collective joint training in these critical tasks is often

accomplished in preparation for a larger event having multiple objectives.

Significant challenges exist when attempting to accomplish strategic and

operational joint TOs for joint training audiences in large multi-echelon

exercises with tactical fielded forces operating in real-time. As a general rule,

collective joint training does not require fielded forces supporting the training

event in order to meet the TOs for the joint training audience. In addition and

more importantly, the TOs and modalities of the differing joint strategic,

operational and tactical training audiences are not effectively blended into

single collective training events that efficiently meet the training requirements

of each specific training audience. The responsibilities of unified command are

primarily implemented through planning processes. Much of collective joint

training, then, is predominantly centered on strategic and operational planning

tasks performed by the CCDR and his staff and subordinate and supporting

joint force commanders and staffs. The nature of the collective joint strategic

and operational tasks and joint training audiences is best suited to

accomplishment through plan development exercises and war gaming oriented

on strategic and operational timeframes and conditions. The ability of joint

force commanders and staffs to practice strategic and operational mission

tasks; develop and sustain abilities; coordinate, collaborate, analyze

alternatives; develop strategic and operational battle rhythms; and foster

improved decision making and unified C2 is the focus of collective joint

training.

a. Staff joint training builds on the foundation of individual joint training

and individual joint staff member capabilities and seeks to develop the

capability of the staff to perform required missions and tasks to standards. A

staff joint training event to perform these tasks may be directly integrated into

preparation for a larger collective training event, or may be a separate event to

develop, sustain, or validate joint force command staff capability to perform

required joint tasks to standard. As with individual joint training, the inputs,

processes, and outputs of staff joint training are in consonance with the

processes of the JTS and merely amplify those processes through detailed

application at the staff level of training. Just as individual positions have MET

based lists of tasks that need to be performed by each individual, staff

elements (boards, centers, cells, and staff directorate sections for example),

also have MET-based supporting tasks that form the respective group

capability and could be formed into staff and staff element qualification task

lists. The training audience for staff joint training is a group of individuals that

work as a team within a joint force command staff (B2C2WGs).

(1) The BLTS supports this intent through a variety of capabilities.

This includes a part-task distributed team-training element delivered via the

SGST. This distributed team training element is intended to address the gap

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Appendix B

G-B-3 Enclosure G

between individual information and the large-scale collective training exercise.

Like the online individual BLTS courses, SGST scenarios begin with an opening

multimedia vignette. This serves to gain participants’ attention and prime their

performance for the upcoming training scenario. Then, during the training

scenario, participants interact with desktop computers similar to the ones on

which they would perform their normal staff operations. Each participant has

access to realistic planning interfaces and files, and simulated injects (e.g.,

messages or news stories) introduce new information into the scenario as it

unfolds. Such part-task team training refreshes staff members’ skills, fosters

their teamwork competencies, and accelerates the team formation process prior

to the large-scale exercise. The part-task distributed team-training element

delivered via the SGST offers CCMD staffs within the B2C2WG not only an

opportunity to learn basic concepts of joint operations (like planning,

coordination, and establishing workable battle rhythm) but also to practice

those concepts and develop a shared mental framework as a team before the

exercise. Delivering the training through a continuum of online courses, small-

group simulation, academics, and collective events gives the training audience

more opportunities to practice and reflect on the content, which helps them

sustain that knowledge longer.

(2) Similar to individual joint training, staff joint training processes

should have an assessment of the B2C2WG’s or staff’s current capabilities

compared to the mission performance requirements demanded of the staff.

This assessment should identify any deficiencies in required capability that can

be eliminated or mitigated through joint training. Once the staff training

requirements are identified and TOs developed, then staff training events are

designed, planned, resourced, scheduled, executed, and the task performance

of the staff evaluated using the JTS. Due to the high turnover (at least 30

percent annually) of individuals making up most joint organizations, staff joint

training is a recurring commitment that must be integrated continuously and

effectively into an organization’s overall JTP and joint training program.

(3) The purpose of executing the staff portion of the JTP is to conduct

the planned staff joint training and evaluate the performance of the staff as an

entity relative to specified TOs. The focus of the execution phase is refining the

planned staff joint training event (if required), conducting execution planning,

preparing for the staff joint training event, conducting the training event, and

evaluating the staff training audience performance in the execution of required

tasks to the defined performance standards. This application of the JELC is

carried out for each discreet staff joint training event in the JTP. The training

events represent critical mediums by which training and experience are

advanced and elements of capability are improved, evaluated, and validated.

Events provide the opportunity to build upon and sustain individual KSAA.

They also serve as a performance evaluation medium by providing an

opportunity to identify gaps and deficiencies in the abilities required for the

accomplishment of required mission tasks. The SGST supports these

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G-B-4 Enclosure G

requirements. The key to the BLTS is to encourage CCMDs/joint force

commands to first identify the key learning areas in which they want their

B2C2WGs to be fully operationally competent and then work backwards to

determine WHAT specific sets of capabilities they might require and WHEN

they would need them. Once these learning areas and capabilities are

identified, CCMDs and joint force commands, with the assistance of the Joint

Staff J-7, can build an organic capability of Blended Learning Training Support

Packages (BLTP) that are tailored to each specific learning area and targeted to

the appropriate battle staff group. This way CCMDs/joint force commands can

re-use their BLTPs as often as required either in support of JTS exercises or

without other internal training. As in individual training, performance

feedback is provided to the staff training audience both throughout the event

and after completion of the training in the form of an AAR.

b. Responsibilities. Collective joint training involves shared responsibilities

exercised among CCMDs, subordinate joint force commands, assigned

components, other units and agencies, and training support organizations. All

CCDRs are responsible for the joint training of their assigned forces. Each

CCDR is also responsible for supporting the joint training programs of other

CCDRs and CSA directors to improve the overall mission readiness of the DoD.

During the JELC, CCDRs request support from other CCMDs and CSAs

through JTIMS and at planning conferences. CCDRs provide requested

support within the constraints of higher priority mission requirements,

readiness, and resource availability. Joint Staff J-7 provides centralized joint

training support to the CCMDs’ joint training programs and supports the rest

of the joint training community. The majority of CCMD collective joint training

will be conducted using only command resources. No matter the scale of the

collective joint training event, the five stage JELC process (design, planning,

preparation, execution, and analysis, evaluation, and reporting, described

briefly in Enclosure E and in detail in reference j) supports JTP execution and

effective accomplishment of required training events.

c. Collective Joint Training Requirements. The JTS provides the processes

for identifying mission capability requirements resulting in the determination of

the CCMD’s JMETL. Assessment of current capability against required mission

capability identifies any deficiencies and shortfalls in required capability that

then lead to identification of individual and collective joint training

requirements. Collective joint training requirements (Table 9) most often

embody the highest order joint tasks to be performed by a joint force

commander and staff or a series of superior and subordinate or supported and

supporting joint force commanders and staffs.

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Appendix B

G-B-5 Enclosure G

Requirements

 Current NMS

 JSCP

 Presidential and SecDef Directives

 Treaty Obligations

 Defense Planning Guidance (DPG)

 UCP

 GEF

 DoD Directives

 Command Plans (OPLANs/CONPLANs)

 Campaign Plan

 Higher HQ JMETL

 Joint Doctrine

 Commander/Director Guidance

 UJTL

 Service Task Lists

 From collective process, conduct mission analysis to identify capabilities required of the

staff and staff elements based on organization mission(s), command plans and command

assignment of mission responsibilities.

 Identify staff tasks

 Identify relevant conditions affecting task performance

 Identify task performance standards

 Collective Training Tasks (Teams, Staff Elements, Staff, and Unit)

Table 9. Collective Joint Training Requirements: Inputs, Processes, and

Outputs

d. Collective Portion of the JTP. The command’s JTP (Table 10) ideally is

made up of a series of individual, team, staff element, and staff joint training

events whose task proficiency outcomes form the foundation for joint training

encompassing broader collective joint tasks and training audiences. Collective

joint training events are designed to match effectively and efficiently the

training audience(s) and TOs with the most effective and efficient training

method(s), modes(s), and media to achieve and sustain improved performance

in executing mission tasks to defined standards. An objective of a command’s

joint training program should be to craft the design and scheduling of required

joint training at the individual and collective levels to enable coherently the

building of critical subsets of required capability, culminating in the validation

of the broader set of required mission capabilities in collective joint training

events and joint exercises. As in the planning of individual and staff joint

training events, the planning and scheduling of collective joint training events

must be coordinated and efficiently integrated within the command’s overall

JTP and be based on identified collective joint training requirements.

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Appendix B

G-B-6 Enclosure G

Plans

 Staff and Staff Element Qualification Task List

 Joint Doctrine

 SOPs

 Relevant Lessons Learned (LL)

 Commander’s/Director Guidance

 Staff TPAs

 Assess current capability

 Review Commander/Director training guidance

 Identify and define team, staff element, staff, and unit joint training requirements.

 Develop TOs

 Assess training support resources

 Determine Training Method(s)/Mode(s)/Media

 Design Collective Joint Training Events/Schedule Resources

 Develop/Publish JTP

 JTP

Table 10. Collective JTP: Inputs, Processes, and Outputs

e. Collective Joint Training Execution. The focus of the execution phase is

refining the planned team, staff element, staff, and unit joint training events (if

required), conducting execution planning, preparing for the joint training event,

conducting the training event, and evaluating training audience performance in

the execution of required tasks to the defined performance standards (Table

11). This application of the JELC is carried out for each discreet joint training

event in the JTP. The training events represent critical mediums by which

training and experience are advanced and elements of capability are improved,

evaluated, and validated. Events provide the opportunity to build upon and

sustain individual KSAA. They also serve as a performance evaluation medium

by providing an opportunity to identify gaps and deficiencies in the abilities

required for the accomplishment of required mission tasks. As in individual

training, performance feedback is provided to the training audience both

throughout the event and after completion of the training in the form of an

AAR. The execution of joint training events leading up to larger collective joint

events and the TPE of the joint training audiences’ task performance provide

the means for joint commanders to effectively assess the training component of

an overall readiness assessment. If designed and executed appropriately,

culminating major collective training events and other major exercises can

provide critical capability validation opportunities to the joint commander and

staff and further support mission training assessment.

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Appendix B

G-B-7 Enclosure G

Execution

 JTP

 Refine/Plan/Prepare/Conduct/Evaluate Academic Training Events

 Refine/Plan/Prepare/Conduct/Evaluate Exercise Training Events

 Develop/Capture TPOs

 Review TPOs

 Determine/Document TPE level

 TPEs

Table 11. Collective Joint Training Execution: Inputs, Processes, and Outputs

f. Collective Joint Training Assessment. The collective portion of the

assessment phase of the JTS is designed to determine the collective

competence, based on the ability of the joint force command HQ and

subordinate and supporting joint force commands to perform required mission

tasks to standard to meet the joint force command’s mission responsibilities

(Table 12). During Phase IV, the joint force commander assesses the command

training proficiency using the outputs from multiple training events and real-

world experiences. The results of the commander’s assessment of collective

performance and competence over a joint training cycle can identify areas of

strength and weakness in collective performance or command processes that

can be emphasized in the next training cycle. Training assessment is an on-

going process throughout the entire Assessment phase providing feedback for

both the current and future Commander’s Training Guidance. The BLTS

enables future training event development by (1) facilitating the necessary

feedback loop that connects one event’s outcomes to the next event’s inputs; (2)

bridging unexpected gaps (e.g., personnel missing an event) within the training

continuum; (3) facilitating efficient remediation between events; and (4)

enabling the development, sustainment, and delivery of a cohesive multi-event

narrative. Additionally, multi-lifecycle plans must include infrastructure for

capturing and communicating staff performance over individual and multiple

event cycles.

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G-B-8 Enclosure G

Assessment

 TPEs

 Analyze TPEs from Phase III

 Develop updated TPA

 Document TPA for MTA development

 Recommend Joint Training Guidance to Commander

 Determine and forward Lessons Learned

 Identify and forward issues (DOTMLPF-P)

 Input to Commander’s Training Guidance

 Updated TPA

 Validated Lessons Learned

 Defined Issues

Table 12. Collective Joint Training Assessment: Inputs, Processes, and

Outputs

4. Summary. The primary purpose of the JTS is to develop and implement a

mission-focused joint training program. Collective joint training will

necessarily compose the largest portion of this joint training program. The

most effective joint training program uses a phased or building block approach

that initiates with individual joint training and progressively transitions to

team, staff element, staff, and unit joint training based on identified mission

capability requirements, joint training requirements derived from assessment

of current capability, and effective training strategies to mitigate assessed

capability shortfalls and deficiencies.

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Appendix C

G-C-1 Enclosure G

APPENDIX C TO ENCLOSURE G

JOINT NATIONAL TRAINING CAPABILITY (JNTC)

1. Introduction. The JNTC supports joint force training. JNTC improves joint

context and enabling capabilities that enrich the JTE for Services and CCMDs,

thereby benefiting the entire joint force. Established in 2003 as a core

component of T2, JNTC improves joint training by increasing joint context in

Service training and integrating programs through a globally distributed

training environment.

a. JNTC provides a live, virtual, and constructive (LVC) JTE through the

Global Joint Training Infrastructure, a core component of JNTC. JNTC adheres

to a program-centric approach in order to improve the joint training enterprise

through development of persistent joint training capabilities available to Service

training programs rather than investing in singular training events. This

program-centric approach allows distribution of joint training capabilities

directly through established Service training programs while ensuring

consistency with joint TOs and compliance with enterprise standards.

b. JNTC was founded on and persists today using four collective training

pillars:

(1) Realistic Operational Training -- Reinforces joint context, employs

joint doctrine and TTPs, and focuses on live training augmented by appropriate

constructive and virtual simulations.

(2) Adaptive and Credible OPFOR and SITFOR -- Replicates realistic,

diverse, and multi-dimensional threats and challenges for the joint training

audience. OPFOR/SITFOR must be adaptable and facilitate the development of

innovative competencies credibly available across all warfighting domains.

(3) Common Ground Truth Data -- Required to maintain effective event

control and for use in feedback and debriefing during joint training events.

This data must include forces and range instrumentation integrated with joint

observer/trainers.

(4) High Quality Feedback -- Provides the training audience feedback on

joint performance outcomes, provides access to concepts and doctrine and

feeds essential lessons learned between ongoing operations and training

venues.

2. Purpose. The purpose of this appendix is to describe the JNTC

accreditation, certification, and mitigation processes.

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3. Joint National Training Capability (JNTC) Description. JNTC complements

other collective joint training programs by extending joint context into Service

training programs at the tactical and operational levels. JNTC addresses

Service joint training issues by first assessing the JTE through accreditation of

training programs and certification of sites, and then identifying solutions to

mitigate shortfalls. Through continuous engagement with stakeholders, JNTC

processes are designed to assist in prioritizing shortfalls and implementing

solutions to ensure joint force objectives are met. JNTC establishes

architectures and associated standards necessary to synchronize select Service

and CCMD training infrastructures.

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ANNEX A TO APPENDIX C TO ENCLOSURE G

JOINT NATIONAL TRAINING CAPABILITY (JNTC) ACCREDITATION

1. Background. JNTC Accreditation supports joint training by focusing on

Service training programs that prepare units to meet CCDR mission

requirements. JNTC assists the Services and USSOCOM in this responsibility

by assessing with the intent of improving the JTE. To ensure a thorough

analysis, the program being accredited is assessed separately from the

infrastructure available to implement the program. The relationship between

accreditation, which focuses on the program, and certification, which focuses

on the site and supporting infrastructure, is depicted in figure 57. JNTC does

not assess the actual training, or otherwise impinge on the unit commanders’

command authority or responsibility to train their units. JNTC concentrates

on ensuring the JTE available to the Services and USSOCOM is as realistic and

relevant as possible.

Figure 57. Relationship of JNTC Accreditation to JNTC Certification

2. Purpose. JNTC Accreditation reviews a program’s ability to train to selected

joint tasks by assessing the JTE the program is able to provide. Accreditation

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provides an external validation and confirmation of the joint training

capabilities of the program. JNTC Accreditation also identifies where

capabilities meet and do not meet the standards which can help inform future

enhancements to the program.

3. Goal and Objective. The goal of JNTC Accreditation is to provide a

consistent, holistic, and relevant assessment of joint training programs across

the Services and USSOCOM to enable valid comparison of issues and sharing

of solutions for common joint training challenges. Accreditation is a

collaborative assessment of currently available joint context and other required

joint training capabilities to identify gaps at Service and USSOCOM training

programs. This helps leaders develop coherent strategies to generate and

sustain the required joint training capabilities. The objective is to improve joint

training at Service and USSOCOM training programs through holistic

assessment and to enable sharing of best practices to mitigate any shortfalls.

4. Scope

a. Programs within the scope of JNTC Accreditation are Service and

USSOCOM training programs that meet the following characteristics:

(1) Provide joint training on a recurring basis

(2) Conduct primarily collective joint training

(3) Routinely provide training on joint tasks

b. Priority will be given to tasks derived through analysis from the HITIs

that support and enable required integration of CCMD, Service, multinational,

and/or government agency training components in order to train on priority

warfighting missions.

c. JNTC Accreditation is valid for five years unless the program fails to

comply with minimum standards for maintaining the accreditation. Waivers to

extend the accreditation beyond five years must be requested by a General

Officer or Flag Officer and will be forwarded to Joint Staff J-7 for approval.

5. Products and Deliverables. Program accreditations are documented in a

report that highlights the training program’s successes in meeting all criteria

for accreditation and documents shortfalls in relation to the analyzed joint

tasks. Capabilities and shortfalls are described in terms of the elements of

joint context. Deliverables include the identification of joint capability

shortfalls, referred to as “issues.” The issues are a clear description of

identified shortfalls and provide the basis for the subsequent solution

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identification and mitigation of the joint training shortfalls. The accreditation

review team presents its findings to the Vice Director, Joint Staff J-7 (VDJ-7)

in the Accreditation and Certification Report. The issue prioritization

highlighted in the report includes the program and Service’s relative priority.

The accreditation status of each program is documented in the Catalog of

JNTC Accredited Programs and Certified Sites.

6. Accreditation Process

a. Identification of programs to be accredited. Joint Staff J-7 will annually

publish and distribute a message to Services and USSOCOM in coordination

with CJCS Joint Training Guidance requesting nominations for programs

and/or sites for JNTC accreditation/certification (A/C) during the subsequent

two FYs.

b. Screening criteria for JNTC Accreditation. JNTC considers nominated

programs that:

(1) Provide joint training on a recurring basis.

(2) Conduct primarily collective training vice individual training or

education programs (e.g. schoolhouses).

(3) Provide training on critical joint tasks. Priority will be given to

those tasks that support HITIs specified in CJCS Joint Training Guidance.

(4) Provide current capability across the four pillars of JNTC (realistic

combat training, adaptive and credible OPFOR, common ground truth, and

high quality feedback).

(5) Have an established training cadre and exercise control structure.

c. Program Selection. The selection of nominated Service training

programs is based on their ability to demonstrate alignment to the CJCS HITIs

outlined in reference v. The training program must provide a program

description to enable subsequent planning for the accreditation. Joint Staff

J-7 performs a rigorous analysis and develops the JNTC A/C schedule for

JNTC Corporate Board review and endorsement to VDJ-7. The Director, Joint

Staff J-7 (DJ-7) is the approval authority for the JNTC A/C schedule.

d. Planning

(1) Team Composition. The JNTC Accreditation Team consists of

qualified personnel who can address the 10 Elements of Joint Context (Table

14). The team is comprised of SMEs from the nominated program’s staff,

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owning Service, and Joint Staff J-7, appropriate for the program and the

specific joint tasks for which that program is being accredited. The team will

have expertise in training methodologies and task performance. For each

functional area being evaluated, there will be corresponding team members

from the nominated program and JS J-7.

(2) Joint Task Selection. Accreditation is based upon joint tasks

trained by the program being accredited. The program, in collaboration with

the Service HQ, will identify those joint tasks that will drive the analysis and

subsequent accreditation. The tasks selected should be consistent with

guidance from the calling message and provide a relevant basis for the

accreditation.

(3) Plan of Action and Milestones (POA&M). The POA&M for JNTC

Accreditations is highly variable due to Service and program OPTEMPO, but its

establishment must occur at the beginning of the process to ensure

coordination of efforts. The number of tasks included in the accreditation is

the primary consideration when developing the POA&M. The POA&M is

developed collaboratively between Joint Staff J-7, Service HQ, and the program

to minimize program disruption. An orientation and training session will take

place to ensure common expectations and confirm readiness to begin

execution.

e. Execution. JNTC Accreditations are conducted using the elements of

joint context as the analytical framework that provides the analytical rigor

applied during assessment and task analysis. Basing the JNTC Accreditation

on the elements of joint context enables a thorough assessment and analysis

during both the planning and execution phases of the accreditation.

(1) Conduct Joint Task Analysis. This analysis is conducted by the

team to ensure consistency between training conducted for the selected UJTs

used for accreditation and the applicable Service-level tasks. The analysis is

tailored to the program’s training audience and identifies all required joint

participants. The framework for the identification of capability shortfalls and

near-term capability improvements must be established using supporting joint

tasks from the UJTL and joint doctrine. Additional materials, such as

supporting Service tasks, Service doctrine, and architectural products may be

available. Although this analysis may be less labor intensive than developing

full additional task details, and will not be vetted through the UJTL process, it

needs to be sufficiently complete to support accreditation before beginning

assessment of the training program’s capabilities.

(2) Map Tasks to Required Elements of Joint Context. After an

analysis to confirm the joint task is analyzed and documentation is up to date

with emerging doctrine, the team assesses the critical elements of the joint

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task and maps each of them to the predominant element of joint context.

Some critical elements in the joint task may relate to more than one element of

joint context, so the team determines which is predominant and completes the

mapping. Mapping each critical element to a single element of joint context

makes subsequent analysis more straightforward.

(3) Build Analysis Matrix. The critical element/task from the joint task

analysis and the mapped element of joint context are used by the team to

create a matrix in spreadsheet format. This spreadsheet will be used

throughout the accreditation to track the analysis and become an archival

document to support the final report. The matrix includes space to insert

current capabilities and any shortfalls that may be identified during

accreditation. The matrix is a valuable tool for completing a valid assessment.

(4) Conduct Assessment. Collaboratively, the team members use a

combination of VTCs, teleconferences, shared documents, and individual SME

coordination for the assessment for each task. All data elements on the matrix

are collected and analyzed by SMEs to support validation of current

capabilities and identified joint context shortfalls. The tasks are iteratively

reviewed by the team until assessment is completed. Joint training shortfalls

are the difference between the currently available capability and the required

capability. These shortfalls become the basis for developing joint training

issues. An initial scrub of all of the issues proposed is conducted at this point

to establish the basis and scope before further developing the issues.

(5) Develop Issues. When the task assessment is complete, each

shortfall is extracted from the matrix and developed into a draft issue. An

issue sheet is composed that contains a clear statement of the training

shortfall along with rationale and data to support solution development and

subsequent mitigation. Each issue sheet includes a brief discussion of the

joint training issue, any joint task relationships, training program

recommended priority, and impacts to joint training identified in a concise 1-2

page problem statement. The issue sheet also includes any of the program’s

suggestions for solution development, and identifying information to enable

tracking the issue through to solution.

(6) Collaborative Issue Validation. After the team sufficiently develops

all the issues to allow quality control and further analysis, it again collaborates

using the methods described previously to validate the issues. The team

ensures a clear, shared understanding of the issue is demonstrated and

conducts a rigorous analysis to confirm each issue is ready to go forward. The

training program assigns a relative priority for each issue to facilitate staffing

and subsequent approval.

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(7) Conduct Final Review. A final review occurs between

Service/USSOCOM HQ, the training program, and JNTC leadership to ensure

mutual understanding of the results of accreditation. The leadership group

reviews the process, analysis, documentation, issues, and findings, and

mutually agrees upon a recommendation for accreditation before the review is

complete. The final review and out brief usually occur at the program’s facility

to ensure convenience for the program and to facilitate any last minute

corrections or modifications, if necessary.

(8) Prepare Report. The team produces a report with all findings and

recommendations upon the completion of the final review. The report then

goes to VDJ-7 for approval.

7. The Elements of Joint Context. JNTC maintains consistency in assessing

joint training by using the elements of joint context as common measures for

accrediting all training programs. Capabilities for training on all joint tasks

can be described in terms of these elements. Using a standardized method to

decompose joint training issues allows for a balanced comparison to

understand those joint training issues shared across the enterprise, and to

identify solutions with common value. The 10 elements of joint context are

described in Table 13.

ELEMENT OF JOINT CONTEXT

DESCRIPTION

FORCES

Other U.S. and coalition military, government, or civilian agency forces are

required to participate in events to train the joint task. All units, elements,

and agencies identified in the joint task used in the analysis should be

included as part of the training audience or realistically portrayed by role

play, simulation, or other LVC inclusion into training.

C2 NODES

Joint force C2 organizational relationships required to portray realistically

the accomplishment of joint tasks and TOs. All C2 nodes and data exchange

interfaces should be included as a part of the training audience or

realistically portrayed by role play, simulation, or other LVC inclusion into

training.

EVENT CONTROL

Exercise/event control group that controls the training environment and

drives the training audience accomplishment of joint tasks and TOs for the

entire training audience. This element is most often provided by a Joint

Exercise Control Group (JECG), White Cell, Exercise Director, and/or their

associated activities.

OPFOR/SITFOR

Adaptive and credible OPFOR and/or SITFOR tailored to prevent, interfere,

and challenge the training audience executing a joint training task in order

to meet TOs. All OPFOR capabilities required for training to the joint task

used in the analysis should be included as live training participants,

realistically portrayed by role play, simulation, or other LVC inclusion into

training.

TRAINER SUPPORT

Observers, analysts, and/or senior mentors available for the execution

phase of the training. This element includes the observer, trainer, mentor

cadre and analysts who accompany, observe, and/or monitor the activities

of the training audience in order to provide training feedback, coaching,

teaching, mentoring, and AAR support.

SCENARIO

The storyline that supports execution of joint training, accurately represents

the operational environment, meets mission requirements, and drives

training to ensure achievement of joint TOs. The scenario describes and

provides documentation, summaries, orders, etc. to ensure the

representative operational context supports joint TOs.

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ELEMENT OF JOINT CONTEXT

DESCRIPTION

ACADEMIC SUPPORT

Pre-event/exercise joint task training in support of selected joint TOs. The

element includes on-line individual training, small group instruction, and

team building drills conducted prior to collective training event execution.

JOINT DOCTRINE and TTPs

Integration of approved or emerging joint doctrine and TTPs. This element

assesses the availability and use of relevant documentation to support

proper execution of the joint task.

FEEDBACK

Joint task data collection/analysis and joint training feedback capability

based on common ground truth (includes collecting interoperability data) to

ensure accurate, relevant, and timely AAR production and presentation.

SYSTEMS

C4I, Surveillance and Reconnaissance systems and modeling and simulation

necessary to support joint task training.

Table 13. Elements of Joint Context

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(INTENTIONALLY BLANK)

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ANNEX B TO APPENDIX C TO ENCLOSURE G

JOINT NATIONAL TRAINING CAPABILITY (JNTC) CERTIFICATION

1. Background. Certification is a collaborative technical assessment of current

and required systems, infrastructure, and joint training enablers that informs

leaders on the capabilities and shortfalls of Service training sites and systems

used by programs to conduct the training. Certification provides an external

validation and confirmation that a site can support joint training. JNTC Certification

results support leaders in developing strategies to improve and sustain the JTE.

2. Purpose. JNTC Certification provides an assessment of a site’s capability to

provide the enablers required to train selected joint tasks to achieve TOs. The

results of this assessment help confirm and assure cost-effective training

strategies and investments are made in training systems and infrastructure at

the site. Certification also identifies where capabilities do not meet standards,

or need improvements, to meet joint training requirements. JNTC Certification

accomplishes this by performing a holistic and standardized assessment to

ensure joint training sites and systems support the Warfighter. When

practical, certification of sites related to a training program will occur

simultaneously with the JNTC Accreditation for that training program, and

JNTC A/C will be coordinated and executed as a single, synchronized process.

3. Goal and Objective. The goal of JNTC Certification is to make a

determination and to document that training sites and systems are

supportable and compliant with specified DoD joint training architectures,

configurations, and standards required to create a realistic JTE. The objective

is to ensure that the technical enablers necessary to create a realistic joint

environment and train to joint tasks are sufficient, available, operational,

interoperable, and supportable across the JTE. Certification assesses the “as-

is” capability available at Service joint training sites to conduct joint training.

4. Scope. JNTC Certification deals with the systems that comprise site

capabilities, and other equipment routinely used for joint training by the

Services and USSOCOM at the site. Certification applies to those nominated

sites that support training on specified joint tasks, including linked sites

subordinate to the primary site being certified.

5. Products and Deliverables

a. Along with the conferment of “Certified” status on the site being

evaluated, the primary outcome of JNTC Certification is a report detailing the

joint training enablers and shortfalls identified during the certification process.

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Deliverables include the identification of joint training capability shortfalls,

referred to as “issues.” The issues are a clear description of joint training

context technical shortfalls, expressed as training requirements.

b. Whereas the accreditation process is executed to assess capabilities and

identify shortfalls in the elements of joint context, the certification process

documents technical capabilities, as-is status, ongoing improvements, and

interoperability with existing architectures. The certification review team

presents its findings to leadership with recommendations for priority of

mitigating the joint training issues identified. Each JNTC Certified site is

documented in the Catalog of JNTC Accredited Programs and Certified Sites.

A summary of each site’s capabilities illustrates that site’s certified capability

for training in joint tasks and highlights the site’s capabilities for the joint

training community of interest. In the case of site certification that supports

several programs, the aggregate capabilities required to execute training on the

entire joint task portfolio shall provide the scope for that certification.

6. Site Certification Process

a. Identification of sites to be certified. JNTC Certification begins with the

publishing of the JNTC A/C calling message, as described in Annex A. JNTC

considers nominated sites that support the training described for accredited

programs. Sites will be certified as capable of supporting the training on joint

tasks specified by the accreditation process based on the operational and

training requirements.

b. Support to JNTC Accreditation. JNTC Certification supports the

accreditation process by ensuring that the architecture, systems, equipment,

software, support infrastructure, etc., required to create a realistic joint

environment for training and mission rehearsal of joint tasks at a site or facility

are available and meet applicable standards. Certification mirrors the scope of

program accreditation by considering technical enablers required to support

training on the joint tasks analyzed during accreditation when both are

conducted concurrently. When JNTC Accreditation and Certification are

simultaneous, the results are combined into one report; otherwise a separate

JNTC Certification Report is prepared for the site.

c. Site selection. The selection of joint training sites mirrors the process

for selecting programs for accreditation. To gain efficiencies, Joint Staff J-7

normally conducts accreditation and certification concurrently. However, for

sites supporting multiple joint training programs, certification can be

conducted separately, depending on the sites availability for certification, as

determined by the parent Service.

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d. Planning

(1) Team Composition. The JNTC Certification Team consists of

qualified personnel who can address the eight distinct focus areas (Table 14)

that allow JNTC Certification to standardize the process of assessing and

documenting a site’s “as is” capabilities for joint training. The certification

team members are SMEs selected from the nominated site staff, owning

Service, and Joint Staff J-7. The team will use the same SMEs for certification

that are conducting accreditation in areas where it makes sense to do so, for

example, C4I, models and simulation, OPFOR, and AAR. Each team member

will have expertise in training methodologies and the technical enablers used

in joint training for their represented focus area. Representation will include a

counterpart from the nominated program/site for each certification focus area.

The same individual can cover multiple areas if sufficiently experienced and

qualified to do so. At a minimum, each of the eight Certification Focus Areas

(Table 15) will be represented by a member on the team.

(2) Site Orientation. The Service training program provides a program

description and summary of technical capabilities resident to the site. The

team may need a physical orientation and tour of the facilities if members are

unfamiliar with and/or have insufficient technical documentation to complete

analysis without being on-site. Any visits will be at the convenience of the site

to minimize disruption. Familiarity with the site capabilities by all team

members prior to analysis significantly simplifies the certification.

(3) Plan of Action and Milestones (POA&M). When conducted

concurrently, accreditation and certification processes proceed in parallel, with

combined accreditation and certification activities. When conducted

separately, Joint Staff J-7, Service HQ, and the nominated program

collaboratively develop the POA&M to minimize program disruption. The

overall time from start to finish for certification is highly variable (usually

certification can be completed within 60 to 180 days) due to the schedule’s

dependence on the site’s OPTEMPO and the availability of technical staff to

collaborate with the JNTC team.

e. Execution

(1) Distribute and Complete Self-Assessment Checklists. Site

technical staff members conduct a JNTC Site Certification self-assessment

through a process of guided discovery using JNTC Certification checklists

tailored to each focus area. Criteria for each focus area enabler are applied to

assess all certified sites in the same manner. The site technical staff must

answer a series of questions to provide an overall perspective on the site’s

capabilities. Team members dialog with one another and interact via voice and

email to exchange information that leads to a shared understanding of the

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site’s capabilities. In-progress reviews are facilitated by the JNTC Certification

team as needed to ensure coordination.

(2) Participate in Accreditation Task Analysis. Certification draws from

the accreditation process when accreditation and certification are conducted

concurrently, but also from other sources (exercise summary reports, system

documentation, after-action reviews, hot washes, etc.) and processes specific

to certification (configuration control panel, management board, internal

inspection results, architectural views, etc.). Capability shortfalls are

combined from accreditation and certification analyses to construct the issue

sheets that feed into the mitigation process.

(3) Conduct Assessment. The SMEs coordinate the assessment for

each focus area collaboratively using a combination of VTCs, teleconferences,

and shared documents. After assessment of all data elements on the

checklists, SMEs collect and analyze results to support validation of current

capabilities and identify shortfalls. Shortfalls are the difference between the

currently available capability and the required capability and become the basis

for developing the joint training issues.

(4) Develop Issues. When the assessment is complete, each shortfall is

captured as a draft issue. An issue sheet is composed that contains a clear

statement of the military problem along with rationale and data to support

solution development and subsequent mitigation. Each issue sheet includes a

brief discussion of the joint training issue, any joint task relationships,

training program recommended priority, and impacts to joint training

identified in a concise one to two page problem statement. The issue sheet

also includes any of the program/site’s suggestions for solution development

and other identifying information that enables the team to track the issue

through to solution.

(5) Collaborative Issue Validation. After all the issues are sufficiently

developed to allow quality control and further analysis, the team collaborates

using the methods described previously to validate the issues, subjecting them

to a rigorous analysis to confirm they are ready to go forward. A relative

priority for each issue is assigned by the training program/site to facilitate

staffing and subsequent approval.

(6) Conduct Final Review. A final review is conducted between Service,

program, and Joint Staff J-7 to ensure mutual understanding of the results of

certification. The process, analysis, documentation, issues, and findings are

all reviewed and certification recommendation mutually agreed upon by all.

The final review and out brief are usually conducted at the program’s facility to

ensure convenience for the program and to ensure any last minute corrections

or modifications can be expeditiously made.

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(7) Prepare Report. The team produces a report with all findings and

recommendations upon the completion of the final review. The report will be

forwarded to VDJ-7 for approval.

7. Joint National Training Capability (JNTC) Certification Focus Areas. JNTC

maintains consistency in assessing joint training enablers and capabilities at

certified sites by using a standardized set of criteria across eight Certification

Focus Areas. Training enablers and technical capabilities for training any joint

tasks can be broken out into these broadly described areas. Using a

standardized method to assess joint training enablers allows for comparison

between very different sites to evaluate gaps and share solutions across the

community that have holistic value. Descriptions of the Certification Focus

Areas follow in Table 14.

CERTIFICATION FOCUS AREA

DESCRIPTION

Program Management

Ensures sites have an understanding of the JTS and the JNTC program,

they have an established process for developing joint training requirements,

and know how to compete for JNTC resources to improve training.

Communications and Knowledge/

Information Management (KM/IM)

Confirms systems architecture and compatibility with JNTC systems and

other training systems, information and system security, IA status (e.g. DoD

IA Certification and Accreditation process Scorecard), and the capacity to

handle and distribute training data and other communications. Ascertains

capability to connect successfully to the Joint Training Enterprise Network.

LVC Integration

Assessment of the live, virtual and constructive training systems in use on

site, as well as their capability for connectivity with one another and with

other sites and systems in the JTE. This focus area is about the ability to

create a distributed, seamless joint context for the training audience and to

ensure the systems can provide that joint context to other venues as needed.

Training Feedback, AAR Tools,

Instrumentation and Data Collection

This focus area provides an analysis of the live instrumentation, data

collection, and AAR capability of the site and its compatibility with the JTE.

At sites that predominantly or exclusively use constructive simulations, live

player instrumentation is not assessed but data from the site will still need

to be compatible with data from other instrumented live forces at other sites

involved in a joint exercise. The ability to conduct timely and effective AARs

for all portions of the training audience is a key element of joint context. We

will evaluate the site’s ability to support AARs through data collection,

analysis, playback, display, and review.

OPFOR/SITFOR

This focus area examines whether the site can present a credible threat and

OPFOR to the training audience. Also examines the sufficiency and

adequacy of those forces used to replicate non-combatant SITFOR that are

necessary to present an adequate joint context for training in joint tasks.

Specific topics of interest include the existence of an exploitable OPFOR C2,

the presence of appropriate threat systems or replications for the scenarios,

and the capacity of OPFOR/SITFOR to sustain operations throughout

exercises.

Configuration Management

This focus area determines how and how well the site documents and

controls the configuration of systems to assess the change authorization

processes, system status, and system architecture documentation. The

fundamental goal of this focus area is to confirm the ability to know prior to

an event that your systems will operate as intended and that they will

interoperate with other systems as expected.

Integrated Logistics Support

The purpose of this focus area is to determine that sites have in place all

logistics support elements necessary to support joint training events in a

persistent manner. This encompasses equipment, systems, and facilities

used in conjunction with joint training, including JNTC-procured, JNTC-

funded, and Service-funded equipment and systems. Assessments cover

processes, personnel, training, equipment, habitability, and funding.

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CERTIFICATION FOCUS AREA

DESCRIPTION

Environmental

The National Environmental Policy Act of 1969 requires all federal agencies

to take into consideration the environmental consequences of proposed

actions. The purpose of this focus area is to determine if there are any

environmental restrictions that would impact joint training or joint training

audience by affecting special equipment installation, changes in spectrum

use, or inhibiting required maneuvers.

Table 14. JNTC Certification Focus Areas

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ANNEX C TO APPENDIX C TO ENCLOSURE G

JOINT NATIONAL TRAINING CAPABILITY (JNTC) MITIGATION

1. Background. JNTC mitigation of issues identified during A/C is a core JNTC

function. JNTC Mitigation provides a basis for JNTC resource requests and

supports the POM process; however, it is not solely limited to material and

financial solutions.

2. Purpose. JNTC Mitigation, along with JNTC A/C, are the only DoD-wide

integrated processes to look across all Service and USSOCOM joint collective

training programs and sites to ensure a holistic assessment of shortfalls and

identification of solutions to improve the JTE. JNTC Mitigation contributes to

continuously improving the JTE by identifying cost-effective joint training

strategies and investments.

3. Goal. The goal of JNTC Mitigation is to identify viable solutions and assist

in the correction of shortfalls identified during JNTC A/C.

4. Scope. The scope of JNTC Mitigation is the collection of issues documented

by JNTC A/C. By design and definition, each issue has a significant impact on

a program’s or site’s ability to conduct joint training. After five years, issues

may no longer be used as a primary justification for Program Execution Plan

Budget Requests and must be revalidated through A/C processes prior to

competing for JNTC resources.

5. Products and Deliverables. JNTC Mitigation provides an identified solution

for each JNTC A/C issue with supporting documentation. A mitigation action

plan (MAP) is developed for each issue and monitored until the issue is

resolved and closed. Documentation is provided to the Services and

USSOCOM through a continuously available database to support compliance

with performance measures and the development of future JTPs and

initiatives.

6. Mitigation Process

a. Preparation. Mitigation of joint training issues requires an assessment

of the problem and a team with multi-functional expertise to identify solutions.

(1) Enter Issues into Database. Joint Staff J-7 will maintain a

database of all JNTC joint training issues identified during JNTC A/C, and

make them available to the joint training community.

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G-C-C-2 Enclosure G

(2) Establish Mitigation Teams. Joint Staff J-7, in coordination with

the Services and USSOCOM, will initiate a collaborative dialog with each

Accredited program/Certified site. Each Service and USSOCOM shall identify

a primary POC for each Accredited program/Certified site.

b. Planning. Program and Service action officers and leaders must

support the Mitigation Team for it to be successful.

(1) Team Composition. Mitigation Team membership includes a Joint

Staff J-7 representative, the applicable Service Program Desk Officer, Service

JNTC LNO, a program representative, and any SMEs needed for identifying a

viable solution for the identified issues. The OPR will be clearly identified for

each issue to ensure accountability. Temporary SMEs will be identified and

used from across the joint training community, as required, to ensure all

issues can be appropriately addressed.

(2) Schedule. The Mitigation Team for each program, in conjunction

with the Service, will develop MAPs for each Accredited program/Certified site.

A MAP will include each issue being mitigated for the program/site, a POA&M

for mitigation activities, and roster with Mitigation Team composition and their

responsibilities.

c. Execution.

(1) Solutions Analysis. Each Mitigation Team will execute their

activities according to their published schedule and MAP. Schedule

adjustments will be made to account for OPTEMPO and to avoid disruption to

the programs.

(2) Periodic Updates. Each Service will receive an opportunity for a

semi-annual update on all program and site issues in mitigation. Reporting

tools such as weekly updates and strategic communication forums will

highlight mitigation activities and successes.

(3) MAP Reviews. MAP reviews for all Accredited programs/Certified

sites will be conducted annually or more frequently if requested. Extensions

based on extenuating circumstances may be granted by Joint Staff J-7 with

concurrence from the training program POC.

(4) Issue Status Changes. Issue statuses can change at the discretion

of the training program commander at any time, though preferably, these will

be changed in association with a periodic mitigation review. Once an issue is

moved to a “Closed” status, it will no longer be reviewed during periodic

mitigation reviews. Service representatives and training program commanders

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G-C-C-3 Enclosure G

should agree that no further action is required on an issue before moving it to

“Closed” status.

(5) Joint Staff J-7 will provide a complete review of issues under

mitigation to the JNTC Corporate Board at least annually.

7. Roles and Responsibilities. The Joint Staff J-7 is responsible for managing

the planning and execution of the mitigation process. The identified OPR is

responsible for management and status of their particular issues. The Services

and USSOCOM are responsible for developing the funding strategy for

implementation of identified solutions and final resolution of their issues.

8. Joint Training Issue Status. Once documented, the issues will be entered

into the JNTC database. All issues will be labeled with a specific status and

that status will be updated and maintained for the life of the issue. JNTC

Mitigation issue statuses and description can be found at Table 15.

MITIGATION ISSUE STATUS

DESCRIPTION

Open

Issue identified through the JNTC A/C process with no viable solution.

OPR(s) have been identified and issue is on a documented MAP. Milestones

identified in POA&M are being met. Lack of discernible progress or activity on

a previously open issue will cause it to become deferred when milestones are

not being met.

Deferred

Issue is currently inactive due to a deliberate decision to put the issue on

hold while awaiting a pending action. Deferred issues must have an explicit

explanation for their inactivity. This status would be used when resourcing is

currently unavailable and/or declined and the issue remains valid. An issue

could also be deferred awaiting a developing technology or product to be ready

for fielding.

Solution Identified

A feasible solution has been identified that would mitigate any part of the

identified joint training issue. At least part of the issue is available and ready

for resources to be applied and the solution implemented. When a decision is

made to either implement or defer an issue with solution identified, the status

must change. (At times, issues can be broad in scope and include several

facets. The Joint Staff J-7, Deputy Directorate Joint Training (DD JT), Service

Joint Training Environment Division (SJTED) Chief, in concert with the

training program commander, can opt to move an issue into this status, even

if the entire issue will not be solved with the proposed solution set.)

Solution Implemented

The training program implements a solution that mitigates all or part of the

joint training issue. The solution is in the process of being applied. The

SJTED Chief, in concert with the training program commander, can opt to

move an issue into this status, even if the entire issue will not be solved with

the proposed solution set.

Consolidated

An issue is grouped with one or more other issues in a specific program/site

because they share a common solution. Consolidated status is used to

ensure end-end traceability of all issues and include where and when they

became consolidated for consistent tracking.

Closed

An issue is moved into Closed status when the issue has been overcome by

events by being mitigated sufficiently outside of JNTC process or simply is no

longer a viable issue.

Complete

An issue is moved into the Complete status if the solution implemented has

mitigated a preponderance of the joint training issue and it is no longer

considered an issue.

Table 15. JNTC Mitigation Issue Statuses

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G-C-C-4 Enclosure G

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G-D-1 Enclosure G

APPENDIX D TO ENCLOSURE G

JOINT TASK FORCE HEADQUARTERS (JTF HQ)

TRAINING PROGRAM

1. Introduction. Joint doctrine outlined in reference z, sets forth the complex

requirements involved in forming and operating a JTF HQ in response to a

crisis or contingency. Establishing a JTF HQ to C2 forces is one of the six

organizational joint C2 options available. Regardless of the command structure

selected by the establishing authority or parent HQ, all joint force HQ must

form and establish command relationships and processes in order to command

and direct attached joint forces and leverage supporting roles. As an essential

component of readiness, training enables individual and collective training

audiences to reduce the time required to organize into a joint force HQ and

react to a range of military operations. A joint training model that fully

supports JTF HQ and other joint C2 is critical to DoD’s capability to respond to

operational requirements in a time frame acceptable to the establishing

authority.

2. Purpose. This appendix describes a model for training to meet joint

mission-essential requirements by any HQ directed to operate as a JTF HQ.

Components of the model may also inform development of HQ being employed

in other joint C2 options (This may include, but is not limited to; 1) Service

Component HQ, 2) Functional Component HQ, 3) Subordinate Unified

Command HQ, 4) Single service organizations, 5) Theater Special Operations

Command or Special Operations Forces HQ, 6) Joint Task Force HQ or 7)

phasing of the previous mentioned (see Geographic Combatant Command

Organizational Options Insights and Best Practices Focus Paper written by

Deployable Training Division, Joint Staff J-7 and published by Joint Staff J-7

Deputy Director for Joint Training)). This appendix defines increments of

training as a means of addressing varying levels of readiness requirements but

with a principal focus on JTF HQ. The intent is a scalable training approach to

enable designated HQ and HQ with the potential to become designated, to

develop joint knowledge, individual skills and staff functions based on

verifiable readiness requirements. The incremental approach ranges from

basic individual and staff knowledge in joint matters and processes to

advanced joint operational proficiency at the JTF HQ level. This approach is

designed to help Service and Service Component HQ develop the ability to build

joint capacity using scalable approaches and maintain preparedness within a

band of readiness with essential skillsets and unit proficiencies, rapidly

improvable with refresher training and joint enablers.

3. End State. The end state of JTF HQ training is to ensure designated HQ are

prepared, trained and resourced to form within the time frame directed by the

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G-D-2 Enclosure G

establishing authority, C2 assigned or attached joint forces, and leverage

supporting mission partners to conduct integrated joint operations.

4. Joint Task Force Headquarters (JTF HQ) Establishment and Training. JTF

HQ training focuses on accomplishing pre-crisis activities that improve the

ability of designated Service and Component HQ to rapidly establish, organize,

and C2 units and resources from multiple Services in joint operational

domains, e.g., air, land, sea, space and cyberspace. CCDRs and other

establishing authorities have primary responsibility in designating or

sponsoring Service HQ for training as JTF-capable HQ, and also establishing

the readiness requirements for JTF-capable HQ to maintain. The path towards

JTF HQ readiness is multi-faceted, but historical analysis reveals the

foundational elements include: mission analysis with selection of JMETs;

manning and equipping with development of joint manning and joint equipping

documents; development of training plans with scheduled operational training

opportunities; and sustainment efforts with readiness reporting based on

specified guidance from the establishing authority.

a. Establishing JTF HQ. There are multiple JTF HQ establishing

authorities, making the potential number of organizations requiring JTF HQ

training exceed available joint training resources (reference z). The following

framework will be used to determine prioritization of Joint Staff J-7 resources

in support of JTF HQ training:

(1) Designation as a JTF HQ by the Secretary of Defense, CCDR, sub-

unified commanders, or an active JTF commander is the primary screening

criterion for selecting JTF HQ for training as JTF-capable HQ.

(2) Planners may use the following additional criteria to adjudicate

other joint HQ training requirements that do not meet this screening criterion.

(a) CCMD endorsement based on contingencies, OPLAN alignment,

joint missions or JMET assignment.

(b) A Service HQ joint training event (i.e., Army Warfighter Exercise

(WFX) or equivalent) already linked to a CCMD training event.

with agreements to exchange Service augmentees to form the core of a JTF HQ.

(d) Service HQ not designated by a JTF establishing authority, but

have received guidance from Service Chiefs to become JTF HQ capable.

b. CCMD or establishing authority essential steps in a JTF HQ Training

Program:

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G-D-3 Enclosure G

(1) Develop and publish a directive to the JTF. Directives include

assignment of missions and or directed support to CONPLANS/OPLANS.

(2) Directive should include planning commencement timeline upon

notification of standup.

(3) Directive should include timeline for C2 of Joint/Coalition forces

upon notification of standup.

(4) Directive should include submissions and briefing requirements for

JMETL analysis, manning, equipping, and training plans.

(5) Directive should include DRRS-S reporting requirements.

(6) Directive should include OPRs with POC information to assist the

JTF HQ in developing JMETL analysis, manning, equipping, and training

plans.

c. Training Program Overview. Provided below are the foundational

elements of a JTF-capable HQ training program. A more detailed view of each

element is included in reference aa. Essential elements:

(1) Conduct on-line individual training, academics and seminars to

develop and raise general knowledge on joint matters (Joint Staff J-7

supported).

(2) Perform mission analysis centered on problem statement provided

by establishing authority and other specific JMETL (CCMD and or establishing

authority with Joint Staff J-7 support).

(3) Develop JTF HQ organization layout and C4I configurations (CCMD

and or establishing authority with Joint Staff J-7 support).

(4) Accomplish joint manning analysis with CCMD and or establishing

authority support to develop JMD to identify augmentees by rank, duty

position and Service with sourcing and shortfalls identified. The establishing

authority should also identity requirements it will need to augment on its staff,

along with what requirements it will provide to the JTF HQ, e.g., LNOs, SMEs,

planners, etc. (CCMD and or establishing authority with Joint Staff J-7

support).

(5) Perform joint equipping analysis with CCMD and or establishing

authority support, to develop joint mission-essential equipment list (JMEEL)

with sourcing and shortfalls identified (CCMD and or establishing authority

with Joint Staff J-7 support).

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G-D-4 Enclosure G

(6) Develop JTP with CCMD or establishing authority coordination,

identifying TOs for individual and collective training events (Joint Staff J-7

supported).

(a) Schedule individual training for key battle roster personnel and

joint augmentees (e.g., formal JPME, Joint C4 Planners Course (JC4PC), Joint

Deployment Training Center courses, Joint Enabling Capabilities Command

(JECC) Joint Planners Course); detail officers to participate in CCMD joint

event; or schedule a joint functions observer trainer part-task training team.

(b) Develop TOs with performance statements, training situations,

and levels of performance based on JMETL (Joint Staff J-7 Training Objective

Workshop support).

unit’s JOPP and joint battle rhythm procedures. These events should be linked

to the establishing authority’s battle rhythm requirements as much as possible

to facilitate critical communication between levels of command.

(d) Develop internal assessment teams to measure training

effectiveness and mission proficiency.

(e) Prepare GFM system specific training and functional expertise

on JOPES, JCRM, Logbook, GFM-TS and PFG.

(7) Conduct and report results of TPA to the CCDR or establishing

authority based on preparedness criteria. Conduct periodic review of JMD and

JMEEL for currency and to adjust for any JMETL changes.

d. JTF HQ Incremental Training Model. There are four increments of

training and readiness linked to the likelihood or required availability of a

designated Service or Component HQ to organize as a JTF-capable HQ. The

increments advance from Service title 10 training to basic knowledge in joint

matters to increasing understanding of joint processes and procedures, to

higher levels of operational proficiency in joint C2 and staff functions. A

designated HQ will train and prepare across these increments to progressively

achieve and sustain operational proficiency up to a JTF-capable HQ (Figure

58). Non-designated HQ seeking opportunities to increase joint relevance may

receive increments of training based on OPLAN contingency requirements and

CCDR endorsements (Annex B). Essential to JTF HQ preparedness, regardless

of operational mission sets, are training activities associated with increment

levels 2 and 3.

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G-D-5 Enclosure G

Figure 58. JTF HQ Incremental Training Model

(1) Increment 0 involves Service title 10 training to prepare Service HQ

and forces to integrate and operate as part of a JTF. It includes Service METL

training focused on CCMD requirements.

(2) Increment 1 involves baseline knowledge in joint matters through

participation in academic course, (residence and on-line), mobile training

teams, seminars and other instruction.

(3) Increment 2 involves increased knowledge of joint processes, tactics,

techniques and procedures, along with training and analysis on the process to

develop JMDs, JMEEL, and JTPs.

(4) Increment 3 involves collective training in a CPX with battle rhythm

and C4I activities to develop command and staff joint operational capabilities.

Pre-requisites to Increment 3 training include establishing authority defined

mission set, specified AOR, along with planned integration into the establishing

authorities’ training and readiness programs. As mentioned earlier, these

events should be linked to establishing authority’s exercise battle rhythm as

much as possible, and should include programmed sustainment training

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G-D-6 Enclosure G

activities. Requires core operational tasks (OP) and mission specific tasks as

practiced across joint functional areas, with independent assessments and

feedback to support readiness reporting.

(5) Sustainment includes iterative training and readiness activities

throughout the period of designation to maintain a band of readiness.

Examples include select individual and collective training events, subsequent

Forming Exercise (FORMEX) and follow on participation in CCMD and Service

events (Annex A).

5. Linking Joint Training with Joint Readiness. The JTS supports joint

readiness through four phases. The requirements phase identifies the JMETL.

The planning phase aligns METs with TOs for planned joint events. The

execution phase designs, plans and executes joint training events based on

TOs using collection plans for assessments supported by a CSR. The

assessment phase produces TPAs and MTAs in JTIMS that inform overall

readiness assessment. During assessment, analysts identify lessons learned

and issues requiring resolution and compile them in the JLLIS to improve

readiness and promote effectiveness in future training and operational

activities of the joint force.

a. The establishing authority or CCMD determines the preparedness

standards for readiness reporting.

b. The following are specific readiness reporting steps with requirements

for a designated JTF-capable HQ. Non-designated Service HQ may use similar

steps within a Service training program to achieve approximate levels of joint

training readiness.

(1) CCDR or establishing authority designates a JTF HQ and provides

mission and guidance.

(2) Designated organization is assigned a unit identification code (UIC)

as a Joint Force HQ. This should be coordinated with the establishing

authority and Service force provider (as required).

(3) CDR of JTF-capable HQ initiates the JTS process with mission

analysis to determine the JMETL.

(4) UIC’s JMETL is established in DRRS-S for reporting responsibility

and CDR reports initial overall readiness in DRRS-S against the JMETL.

(5) CDR continues JTS implementation with planning, execution, and

assessment, with reporting to appropriate establishing authority.

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G-D-7 Enclosure G

(6) Establishing authority will use this information, along with other

analysis to certify or verify the ability to operate as a JTF HQ to accomplish the

assigned mission.

6. Joint Staff Training and Readiness Support. JTF-capable HQ preparedness

is enhanced with support from across the Joint Staff to add joint enabling

capabilities to designated HQ training and readiness activities. The Joint Staff

can assist in mission analysis, manning, equipping, training and readiness

reporting, with SME to facilitate analysis, help build situational awareness and

address JTF HQ related sourcing requirements. Joint Staff J-7 DD JT

planning and execution support includes on-line course development,

academics and seminars, FORMEX, CPXs, and staff assistance visits (Annex

B). The Joint Staff can provide staff and training on a variety of GFM related

tools including JOPES, JCRM, PFG, Logbook and GFM-TS. The Joint Staff can

also assist in mission analysis, manning, equipping, training and readiness

reporting by providing SME to facilitate analysis, help build situational

awareness and address JTF HQ related sourcing requirements.

7. Joint Task Force Headquarters (JTF HQ) Training Program Partnerships.

Joint Staff J-7 DD JT conducts joint training in partnership with CCMDs and

Service Training Programs.

a. U.S. Army’s Mission Command Training Program (MCTP). The MCTP

provides command and battle staff training for brigade, division, and corps

commanders and staffs, major subordinate commands, and supporting special

operations forces elements. MCTP partners with Joint Staff J-7 DD JT to

conduct joint training and mission rehearsals for Army Service HQ to include

JTF-capable HQ training events.

b. U.S. Marine Corps Air-Ground Task Force (MAGTF) Staff Training

Program (MSTP). The MSTP provides training in MAGTF operations across the

range of military operations, within the context of a Joint and/or Combined

Task Force environment, to improve the warfighting skills of senior

commanders and their staffs. MSTP partners with Joint Staff J-7 DD JT to

conduct joint training and mission rehearsals for U.S. Marine Corps Service

HQ to include JTF-capable HQ training events.

c. U.S. Fleet Forces Command Maritime Operations Center Training Team

(MOC-TT). The MOC-TT provides sustained training at the Operational level to

Naval Component Commands (NCC), Numbered Fleet Commands (NFC) and

designated maritime commanders and staffs. This training is focused on roles

and missions performed during contingency operations. The MOC-TT partners

with the Joint Staff J-7 DD JT to conduct joint training and mission rehearsals

for NCC/NFC assigned as the core for JTF-capable HQ.

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G-D-8 Enclosure G

d. U.S. Air Force, 505th Command and Control Wing (CCW). The 505th

CCW mission is to improve capability through C2 testing, tactics development,

and training to deliver highly trained Airmen and integrated C2 of air, space,

and cyberspace to the joint force commander. 505 CCW partners with Joint

Staff J-7 DD JT to conduct joint training and mission rehearsals for USAF

Service HQ to include JTF-capable HQ training events.

e. USSOCOM Joint Training Team (JTT). USSOCOM Force Management

and Development Directorate maintains three regionally focused task organized

JTTs. The JTT develops, coordinates and executes collective training and

exercises globally to enhance Special Operations enterprise capabilities to

perform their wartime mission. The JTTs support selected GCC/Theater

Special Operations Command exercises and Joint Special Operations Task

Force training. JTTs occasionally partner with Joint Staff J-7 DD JT on large

GCC special operations forces related exercises.

8. Summary. This appendix provides a scalable and flexible joint training

approach to support capability requirements associated with forming JTF-

capable HQ. It is centered on reference z doctrine and requirements, and

provides a joint training perspective to help CCDRs and other establishing

authorities develop and implement a joint force HQ training program. It

outlines a range of joint mission analysis, manning, equipping, training plan

development and assessment and readiness reporting requirements. This

appendix also identifies individual and collective training activities and

resources available to designated and non-designated HQ based on requisite

levels of required readiness, illustrated and discussed as a JTF HQ Incremental

Training Model. Annexes A and B provide detailed discussion and listings of

joint training methods and resources.

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Appendix D

G-D-A-1 Enclosure G

ANNEX A TO APPENDIX D TO ENCLOSURE G

JOINT TASK FORCE HEADQUARTERS (JTF HQ) JOINT TRAINING

1. Joint Task Force Headquarters (JTF HQ) Joint Training Plan (JTP).

Designated organization’s Commander develops a JTP IAW guidance and

support provided by the CCMD or establishing authority.

a. Core Tasks: Appendix B of reference z lists the core tasks in Table 16

for a JTF-capable HQ.

UJTL Task

Number

UJTL Task Title

OP 1

Conduct Operational Maneuver

 OP 1.1 Conduct Operational Movement

 OP 1.2 Conduct Operational Maneuver and Force Positioning

OP 2

Conduct Joint Intelligence Operations

OP 3

Employ Fires

OP 4

Provide Operational Sustainment

 OP 4.4 Coordinate Support for Forces

 OP 4.5 Manage Logistics Support in the Joint Operations Area

OP 5

Provide C2 (C2)

 OP 5.2 Assess Operational Situation

 OP 5.3 Prepare Plans and Orders

 OP 5.4 Command Subordinate Forces

 OP 5.5 Command and Control Joint Force HQ

 OP 5.7 Coordinate and Integrate Joint/Multinational and Interagency Support

OP 6.5

Provide Security for Operational Forces

Table 16. JTF-Capable HQ Core Tasks

b. Specific Mission Tasks. CCMD or establishing authority directs specific

missions based on contingency plans and orders. Designated organization’s

CDR performs mission analysis to determine specified and implied tasks to

develop a JMETL.

c. Joint Training Events. The JTP includes a list of individual and

collective training events for the Service Core elements, including individual

augmentees, to achieve and sustain readiness for the duration of the mission

cycle. This includes internal training events at home stations and external

training events as part of a CCMD JEP. Joint training events should be

developed as a continuum of on-line, academic, small unit/functional staff and

command and battle staff activities to progressively improved readiness on core

and specific METs.

d. Training Audience. The JTF HQ manned to the current JMD, including

LNOs and Mission Tailored Packages from the JECC, plus, if designated by the

CCDR or establishing authority, functional or Service component HQ and staff.

Addition of multinational and interagency participants constitutes the

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G-D-A-2 Enclosure G

preferred training audience for an operational capability assessment level

event. Of note, the establishing authority, components, and partners are not

necessarily part of the training audience; however, it is critical they be linked

into the training audience’s events through representatives and/or response

cells.

e. CCMD Staff and CCMD Component participation. In order to achieve

the highest directed readiness levels it is critical that during exercises the JTF-

capable HQ interact with the CCDR’s Staff and CCMD Component

organizations to develop understanding of battle rhythms, C4I systems, and

AOR familiarity.

f. Specific Joint Training Capabilities. These capabilities are best employed

using a learning continuum approach to blend individual on-line courses, class

room instruction and seminar activities with functional staff training,

FORMEXs (defined below) and CPX events.

(1) On-line individual training. The JKO training capability delivers

global, distributed access to required, theater-entry and self-paced training for

individuals to prepare in advance for joint training exercises and joint

operations. JKO training products include BLTP support and JKO enabled

exercises; DoD DL training requirements, Joint Staff and CCMD required

training courses with required reporting; Joint Staff J-7 DD JT Observer

Trainer Training Program products; Joint Staff Officer training courses; and

Joint Force Command curriculum.

(2) Academics. Plenary and Functional seminars presented by observer

trainers with a Highly Qualified Expert (Senior Mentor) and SME to instruct

and lead discussion in plenary and small group sessions to address objectives

tied to commander’s focus areas. Academics are ideal for providing the staff

with useful information on coalition, joint and interagency matters, processes,

and procedures; and the operational environments (tribal, ethnic, religious,

social, political, and military).

(3) Part Task Trainers. Part task trainers are tailored observer trainer

led staff training activities using scenario vignettes and other tools like the

SGST to practice staff tasks and battle rhythm activities against detailed

standards and performance objectives.

(4) Small Group Scenario Trainer (SGST). SGST is a training tool that

provides an on-line, distributed exercise capability. SGST can fill the gap

between individual training and large-scale training exercises by providing the

capability to create, modify, manage, and deliver small group training to

challenge and exercise the staff, rehearse plans, validate plan courses of action

(COA), and conduct AARs. Organizations can use SGST to prepare for large-

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G-D-A-3 Enclosure G

scale exercises by building and accessing a library of exercises with

instructional and assessment features.

(5) FORMEX. This operational level CPX is centered on UJT OP 5.5

that focuses on the establishment and organization of a JTF HQ. Objectives

can include:

(a) Improving internal processes with standing up JTF-capable HQ

including exercising portions of the JOPP per a directed CCMD problem set;

(b) Establishing operational relationships with the JTF-capable HQ

and the CCMD;

enablers;

(d) Providing opportunity for the JTF-capable HQ CDR to assess

and report readiness;

(e) Identifying critical forming areas that require improvement.

FORMEXs are best executed with participation by CCMDs, including

augmentation from CCMD component HQ and Mission Tailored Packages from

the JECC.

(6) Command Post Exercise (CPX). CPXs are computer assisted, MSEL

driven exercises involving the commander, the staff, and communication within

and between HQ.

2. Planning References. See Enclosure D, Appendix B for additional training

approaches. See reference c for additional details on joint training resources.

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G-D-A-4 Enclosure G

(INTENTIONALLY BLANK)

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Appendix D

G-D-B-1 Enclosure G

ANNEX B TO APPENDIX D TO ENCLOSURE G

TRAINING RESOURCES BY INCREMENT

Training Levels

Training Modes

Specific Training Focus and Resources

Increment 0 –

Title 10 Mission-

Essential Task List

(METL)

 Service Specific

training (e.g. WFX)

 Combined

Training Centers

 Service Base METL training

 CCMD internal training with Service Components

to achieve base level of joint matters

Increment 1 –

Baseline Knowledge

 On-line Courses

 Classroom

Instruction

 Academic

Seminars

 JKO 100 and 200 Series Courses

 Service Intermediate and Senior Level Colleges

 Joint and Combined Warfighting School; Joint

Advanced Warfighting School; Advanced JPME

 Joint Command, Control, Communication,

Computer, and Intelligence Staff Officer Course

 JC4PC

 Joint Command, Control, Communication,

Computer, and Intelligence Staff Operations Officer

Communications Support Element

 JECC Planners Course

 Joint Information Operations Planner Course

Increment 2 –

Functional Skills

Training

 Part Task

Training

 STAFFEX

 SGST

 Staff Assistance

Visit

 Joint Mission Analysis and Situation Awareness

 Joint Intelligence Preparation of the Operational

Environment

 JOPP

 Crisis Action Planning

 Joint Operational Planning Activities, Functions

and Products

 JOPP

 Staff Estimates: Joint Interagency,

Intergovernmental, and Multinational Planning,

Communications, Computers, and Cyber;

C2/Movement of Forces

 Best Practices and Insights

 Functional Component Service Proficiency

 JMD, JMEEL, JTP Development

 JCRM Course

 Joint Staff J35-S Mobile/Defense Connect Online

(DCO) training teams for PFG, GFM-TS, and Logbook

Increment 3 –

Operational

Proficiency

Tier 1 and 2 Training

Events (Operational

Capability Event)

 OPs 1.1, 1.2, 2, 3, 4.4, 4.5, 5.2, 5.3, 5.4, 5.5, 5.7,

6.5 and specific mission tasks

 C2 Functional or Service Component Subordinate

Elements

 Battle rhythm containing B2C2WG supporting the

commander’s decision making process

 Interagency, Multinational Partners

 Joint Area Management

 JECC Mission Tailored Package

 Augmentees (Services) Integration

Table 17. Training Resources by Increment

CJCSM 3500.03E

20 April 2015

Annex B

Appendix D

G-D-B-2 Enclosure G

(INTENTIONALLY BLANK)

CJCSM 3500.03E

20 April 2015

Appendix E

G-E-1 Enclosure G

APPENDIX E TO ENCLOSURE G

JOINT TRAINING COURSE CERTIFICATION

1. Overview. This enclosure details the charter, guidelines, preparation, and

conduct of the individual joint training certification process (this process shall

not be construed to include the legislatively (title 10, U.S.C., chapter 107)

mandated Process for Accreditation of Joint Education (PAJE) directed in CJCS

policy through the OPMEP). The provisions of this enclosure apply to both

initial certification and recertification reviews.

2. General. Providing warfighters with effective and accurate individual joint

training and education is essential to the successful employment of U.S. joint

forces. Individual joint training and education must be based upon approved

joint doctrine, validated and approved joint concepts, or vetted best practices

where doctrinal voids exist. The individual joint training and education

certification process (Figure 59) is designed to meet this need through review of

individual joint training and education courseware against established criteria.

The individual joint training certification process includes five stages: initiation,

validation, course review, database entry, and certification or recertification

package completion.

Figure 59. Joint Training Course Certification Process

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20 April 2015

Appendix E

G-E-2 Enclosure G

3. Responsibilities

a. Joint Staff J-7

(1) Lead and execute the joint training course certification process.

(2) Validate individual joint training support requirements.

(3) Maintain and manage a master database of all joint courses

(pending certification and certified) for the joint community.

b. CCMDs, CSAs, NGB, RC, and Services

(1) Submit certification requests for joint training courses to Joint Staff

J-7.

(2) Collaborate with Joint Staff J-7 during joint training course

certification and life cycle management process.

4. Certification Considerations

a. The certification process is the culmination of the larger individual joint

training process, which begins with the identification of individual joint

training requirements by CCMDs, Services, and CSAs. Compliance with joint

certification criteria should be at the forefront of this process.

b. The information systems described below should be used throughout

the process to ensure that the most current joint doctrine, UJTs, and learning

tools are employed.

(1) JEL+ is a limited access Web portal deployed on both NIPRNET and

SIPRNET (reference ab). The JEL is a public-facing Web site on the NIPRNET

(reference ac) that provides unlimited distribution of selected joint doctrine,

education, and training information and related content. JEL+ is designed to

directly support the Chairman, the Joint Staff, CCDRs, other members of the

interagency community, and selected multinational partners by providing a

centralized location for the development, access, and distribution of joint

doctrine, education, training, concepts, and other force development,

employment, and assessment related information for the joint warfighting

community. JEL+ also supports the defense readiness reporting community by

providing network-centric access to authoritative databases of joint doctrine

and UJTs, required for the evaluation and reporting of readiness. JEL+

provides tools to automate major portions of the joint doctrine development

process and Web-based delivery of approved joint doctrine, and provides

capabilities to cross-index related information. The following JEL+ training

guides, programs, and tools further define critical training tasks.

CJCSM 3500.03E

20 April 2015

Appendix E

G-E-3 Enclosure G

(a) The CCMD HQ Training Guide is an Internet-based, searchable

database that describes the tasks performed by CCMD staffs, boards, centers,

and cells across the range of military operations. It is based on policy, UJTL,

and current joint doctrine with added detail from lessons learned, best

practices, and other insights. It is updated quarterly to incorporate changes in

policy, joint doctrine, and training tasks.

(b) The Joint Task Force Headquarters Training Guide is a

searchable, Internet-based tool that identifies the tasks that a JTF HQ staff

performs. It lists the steps, practices, and procedures that aid the JTF staff

member in performing those tasks across the range of military operations. It is

based on policy, UJTL, and current joint doctrine with added detail from

lessons learned and other best practices.

Internet-based tool for establishing, organizing, and operating a JTF HQ. It is

based on policy, UJTL, and current joint doctrine with added detail from

lessons learned and best practices. It addresses, among other subjects, the

roles and responsibilities of the commander, key staff members, boards,

centers, and cells; and provides the basis for developing a permanent SOP for a

newly formed JTF.

(2) JKO (reference p) is the Joint Staff J-7 Program of Record for online

joint training that implements and supports the OSD CE2T2 Program Goals

and Objectives by developing, delivering, tracking and reporting online training

for CCMD exercises; required training; doctrinally based Joint Operations Core

Curriculum; Multinational, Coalition, and Interagency training; and OSD

required training (externally funded).

5. Joint Certification Criteria

a. Organizations will submit documentation supporting the eight

certification criteria, listed below, for new or existing training content through a

Request for Certification (RFC) directly to the Joint Staff J-7 certification team

POC listed on the RFC (Annex B). This process applies to in-residence

Institutional Learning courses, as well as for DL and Blended Learning (BL)

courses. For distributed on-line learning content, develop courses using the

applicable guidance found in MIL-HDBK-29612 series manuals. DL and BL

courses should also follow the guidance contained in JKO Content Design and

Development Guidelines, and/or reference o.

b. The following joint certification criteria is applicable for evaluating and

certifying courses:

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Appendix E

G-E-4 Enclosure G

(1) Content must meet a joint training requirement that supports a

joint operational need as identified in a CCDR’s JTP or any other strategic

authoritative joint document.

(2) Content must be IAW current joint doctrine, which can be found on

JEL+.

(a) The OPR should ensure that approved joint doctrine is consulted

as part of the overall course development process.

(b) Content, including emerging operational processes, best

practices, definitions, terms, acronyms, and abbreviations must be consistent

with approved joint doctrine.

publications and list those references used to develop the course.

(3) Learning objectives must link to current UJTs that can be searched

via the UJTL portal on JEL+.

(a) Joint training requirements are translated and consolidated into

joint TOs that describe the desired outcome of a joint training activity in terms

of training situation, performance, and level of performance. For example:

1. Situation - Upon receipt of warning order or notification of an

incident.

2. Performance - Convene information operations (IO) Cell that

as the planning element responsible for the integration and synchronization of

Information Related Capabilities IAW JP 3-13.

3. Level of Performance - Identify and notify IO working group

members, activate IO Cell within 24 hours, conduct Mission Analysis, develop

COAs and integrate approved COA into overall operations COA.

(b) Joint TOs that support joint requirements, should easily link to

one or more UJTs.

course development process.

(4) Course must have an assessment that tests and documents a

learner’s achievement of the TOs. The course must have an evaluation

standard, such as pass/fail or minimum score.

CJCSM 3500.03E

20 April 2015

Appendix E

G-E-5 Enclosure G

(5) Course must have a lifecycle maintenance plan. Courses that have

been certified as joint must be reviewed, updated, and recertified regularly to

reflect revisions in joint doctrine, time-sensitive information, and/or content

modifications to ensure content currency and accuracy.

(6) Course should support the interest of two or more military

departments and be accessible to all Service personnel that meet course

requirements. Ideally, the intent is for all Services to be able to accept the

program of instruction as meeting appropriate course content.

(7) Course should not duplicate existing material.

(a) OPRs should consult JKO or the latest Joint Qualified Officer

report to verify the course content does not already exist prior to fulfilling the

requirement for course development.

(b) OPRs should use existing course content to satisfy a joint

training requirement.

courses.

(8) Joint Course instructors must possess relevant experience and

knowledge of joint operations and/or activities related to the course. This

criteria is not applicable to Web-based instruction.

6. Life Cycle Management

a. The OPR for the training is responsible for notifying Joint Staff J-7 of

content changes and requesting course recertification.

b. The certification team will conduct a quarterly audit of all entries in the

Certified JILD to ensure accuracy, and notify OPRs of courses approaching

recertification review.

(1) Courses must be reviewed and updated annually by the OPR.

(2) Courses must be recertified triennially, or will be removed from the

database.

c. The OPR can request that course entries be archived from the Certified

JILD.

(1) The OPR must submit an RFC to remove the course.

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20 April 2015

Appendix E

G-E-6 Enclosure G

(2) Joint Staff J-7 will evaluate the impact of removal and report that

impact to the joint training community.

(3) The Joint Certification Criteria shown in Table 18 at Annex A can be

used as a checklist for evaluating course materials prior to their submission for

joint certification.

7. Course Updates and Certification Status

a. The certification package should address life cycle management

frequency indicating when the course should be reviewed by the OPR.

b. Courses should be updated when content requires a critical or

substantive change.

(1) A critical change is a change to update incorrect material that may

be in conflict with the joint certification criteria. For example, training

modality changes such as, the course converts from instructor-led to distance

learning and the assessment changes from essay questions to multiple choices.

(2) A substantive change is doctrinally or factually incorrect material.

(3) An administrative change is corrections or modifications in

grammar, punctuation, style, etc.

c. Courses must be recertified triennially

(1) A course’s joint certification will be revoked if it is not maintained

IAW the lifecycle maintenance plan. The course will be removed from the

approved joint database and lose its ability to grant joint qualified officer

points. The status of a course that has been deleted or superseded by another

course will be changed to “Inactive” but it will remain in the JILD for a

historical record.

(2) Six months prior to expiration of the current certification, Joint

Staff J-7 will notify the OPR to submit an RFC for course recertification.

CJCSM 3500.03E

20 April 2015

Annex A

Appendix E

G-E-A-1 Enclosure G

ANNEX A TO APPENDIX E TO ENCLOSURE G

JOINT TRAINING COURSE CERTIFICATION CRITERIA

Objective

Qualifier

Proof of Compliance

1. Course must meet a joint

training requirement that supports

a joint operational need.

Must meet qualifier a or b.

a. Identified in a CCDR’s JTP.

b. Demonstrate a linkage to an

authoritative joint document.

State the joint training requirement,

identify the reference and how the

course meets the requirement.

2. Course content must be IAW

current joint doctrine as identified

in CJCSM 3500.03 series, Joint

Training Manual for the Armed

Forces of the United States and

reference t.

All qualifiers must be met.

a. Content, including emerging

operational processes, best practices,

doctrinal definitions, terms,

acronyms, and abbreviations must

not conflict with current joint

doctrine.

b. Course content shall be developed

to the current joint doctrine.

c. Doctrinal publications, including

their issue dates, must be listed

among the course references.

a. Must be noted in the course

content and explain how/why it

differs from joint doctrine.

b. Content will be verified against

current doctrinal publications.

Outdated or unapproved (e.g., drafts)

doctrine is not valid.

c. References will be checked against

current listings (i.e., JEL+)

3. Course learning objectives must

be linked to UJT.

All qualifiers must be met.

Objectives easily link to one or more

UJTs.

List objectives and corresponding

UJTs.

4. Course must have an

assessment that tests and

documents a learner’s achievement

of the course objectives.

All qualifiers must be met.

The course assessment must have an

evaluation standard (examples:

Pass/Fail, minimum score).

State evaluation Type, Method, and

Standard.

5. Course must have a lifecycle

maintenance plan and be reviewed

and updated to ensure course

content currency.

All qualifiers must be met.

a. Maintenance plan established for

OPR to review and update course for

revisions in joint doctrine, time-

sensitive information, and/or content

modifications to ensure content

accuracy.

b. Recertify course every thirty-six

months.

a. State the maintenance schedule or

the next date for review.

b. Submit RFC to certification team.

6. Course must be beneficial,

accessible, and recognized across

the Services.

Must meet qualifiers a and b or c.

a. Must be accessible to students

with related functions of any Service.

b. Benefits two or more Services.

c. Benefits a joint organization.

a. State how the content will be

accessed and any access restrictions.

b. State how the content benefits two

or more Services.

c. State how the content benefits a

joint organization.

7. Joint course instructors must

possess relevant experience and

knowledge of joint operations

and/or activities related to the

course.

Must meet qualifiers a and b or c.

a. Graduate of a Service accredited

instructor training course or

equivalent.

b. Experience and knowledge of joint

operations.

c. Participated in activities related to

the course.

Provide policy statement regarding

basic instructor qualifications and

course instructor qualifications.

8. Prior to course development,

the OPR should consult JKO or the

latest Qualified Officer report to

verify that the course content does

not already exist.

Must meet qualifiers a or b.

a. Course does not already exist.

b. Use and/or modify existing

content to fulfill a joint training

requirement.

a. State when the database was

checked.

a. List existing content used.

Table 18. Joint Training Course Certification Criteria

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Annex A

Appendix E

G-E-A-2 Enclosure G

(INTENTIONALLY BLANK)

CJCSM 3500.03E

20 April 2015

Annex B

Appendix E

G-E-B-1 Enclosure G

ANNEX B TO APPENDIX E TO ENCLOSURE G

JOINT TRAINING COURSE REQUEST FOR CERTIFICATION (RFC)

Instructions/Amplification

Course Title

Add the course title exactly as it appears

on the course/course materials.

Course Description

What is the purpose of the course, what

does the course teach the user?

Stakeholder

Identify the CCMD, Service, civil support

service, or overarching organization that is

sponsoring the course. Examples: (DTRA,

USTRANSCOM, U.S. Army)

Office of Primary Responsibility

Identify the organization (usually

subordinate to the Stakeholder) that is

directly responsible for the content and

maintenance of the course. (Example:

Joint Targeting School, U.S. Army Field

Artillery Center)

Date Submitted

Date this form is submitted to initiate joint

course certification.

Submitted by

Name, phone number, and e-mail address

of the person who submitted the request.

Primary POC

Name, phone number and e-mail address

of the person to be contacted about the

content of the course.

Secondary POC

Name, phone number and e-mail address

of the person that should be contacted

about the content of the course if the

primary POC is not available.

Scheduling POC

If the course is an institutional learning/

resident course, provide the name, phone

number and e-mail address of the person

who schedules the course.

Joint Training Requirement

State the joint training requirement

identified in a CCDR’s JTP, or identify an

authoritative joint document and explain

how the course meets the requirement.

UJTs

Identify the primary approved UJT(s) from

the UJTL that support the course terminal

learning objectives. Secondary UJTs are

not required.

Joint Doctrine References

Identify the current joint doctrine

references used to develop the course.

Draft joint pubs are not to be used in the

development of courses and do not qualify

as a current joint doctrine reference.

Instructor Qualifications

(For institutional learning/resident

courses only) Provide the policy statement

regarding basic instructor qualifications

and course instructor qualifications.

Benefit to Services

State how the content benefits two or more

Services and how it benefits a joint

organization.

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Annex B

Appendix E

G-E-B-2 Enclosure G

Instructions/Amplification

Target Audience Access Method

What will be the primary means used by

the target audience for accessing the

content?

Internet, NIPRNET, SIPRNET, High-

Bandwidth (Cable or DSL), Low-Bandwidth

(Dial Up).

Content

Classification/Document

Handler

State the course classification (ex:

unclassified, classified).

Is the course marked with a document

handler, like FOUO? If so, provide detail.

Check for Existing Content

Consult the JILD via the POC, latest Joint

Qualification Report, or JKO, to verify the

course content to be developed does not

already exist. New courses should not

duplicate existing courses.

State the date the database was

checked and if existing material is

usable, not usable, outdated, etc.

Content Update Frequency

State the anticipated frequency of course

review and updates.

Estimated Instructional Seat

Time

State the estimated instructional seat time

(hours).

Evaluation Method

Identify the type of testing used to evaluate

learner’s comprehension of the course

content.

Evaluation Types

State the type of test questions used.

(Essay, multiple choice,

fill-in the blank, etc.)

Evaluation Standard

Identify the standard(s) used to evaluate

the learner.(Example: Pass/Fail, minimum

passing score)

Content Types

State which of the following identifies the

content type: IL = Institutional Learning,

DL = DL, BL = Blending Learning

Location/URL

If available, provide the link to the DL

course to be evaluated for joint

certification. Provide the geographic

location/address where Institutional

Learning courses are taught.

Table 19. RFC Form

E-mail this form to the following address: [email protected].

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-1 Enclosure G

APPENDIX F TO ENCLOSURE G

CYBERSPACE TRAINING

1. General. Cyberspace is a contested domain, and will become more so as

potential state and non-state adversaries continuously develop new tools and

refine TTPs to overcome DoD defensive cyberspace capabilities. The

impracticality of perfect cyberspace defense makes a denied or degraded

cyberspace environment a likelihood in any future conflict. Therefore, DoD will

incorporate realistic cyberspace conditions into all wargames and exercises, in

order to develop a trained and ready joint force capable of mitigating the effects

of denied, manipulated, or contested cyberspace conditions. Organizational

JMETs should include degraded conditions, and exercise TOs should include

sufficient cyberspace activities to enable relevant cyberspace training. Most

organizations will be focused on DCO to defend DoD or other friendly

cyberspace. DCO are passive and active operations to preserve the ability to

use friendly cyberspace capabilities and protect data, networks, net-centric

capabilities, and other designated systems.

2. Context. Cyberspace training at the CCMD and JTF level must apply to all

members of the staff, whether cyberspace professionals engaged directly in

planning and conducting cyberspace operations, or other non-cyberspace staff

components. The cyberspace professionals in the J6, J39 and Joint

Cyberspace Center will have unique institutional training in their profession.

This foundational training will provide cyberspace team members with mission

specific knowledge and skills but may not prepare them to operate as effective

joint staff members. Other more numerous staff members must rely on less

rigorous annual cyberspace awareness training for their baseline knowledge.

Thus, organizational collective training should use the building block approach

to focus individuals first at the staff sub-element level with TTXs and drills;

followed by validation events to verify performance of JMETs to standard; team

training to practice JMETs; concluded by a collective validation event to

evaluate cyberspace competencies at the integrated staff level.

3. Cyber Range Terminology. A cyber range is a type of range that has a

designated set of capabilities to create an event environment that is required to

conduct an event in cyberspace. A range contains a set of capabilities located

at one or more sites. A range has a single range manager. A capability may be

infrastructure elements (e.g., hardware, networks, etc.), instrumentation, tools

(e.g. visualization, traffic generation, etc.), processes, facilities, and/or

workforce (Figure 60). A logical range provides an interoperable set of

networked capabilities through a secure interconnection of capabilities within

one or more ranges. An event is conducted according to an event process

using cyber range support tools and infrastructure. Cyber range support tools

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-2 Enclosure G

and infrastructure are hardware or software that are not targetable during an

event, and are not considered part of the event environment. On the other

hand, event environment tools are targetable, and are part of the event

environment.

Figure 60. Concept Map of Cyber Range Lexicon Terms

a. Capability: A specific service or technique, realized using Asset(s) that

addresses a specific need. Capabilities can be integrated with other

Capabilities to constitute an Event Environment.

b. Cyber Event Environment (or Event Environment): The combination of

representative operational environment elements, including Systems Under

Test, emulations and simulations, and related Event Environment Tools that

satisfy the requirements of a specific Event. Examples of representative

operational environments are air defense operations centers, battalion

command posts, etc.

c. Cyber Event Environment Tools (or Event Environment Tools): Event

Environment Tools are hardware and/or software (e.g., instrumentation, asset

emulators, simulators, mission traffic emulators, etc.) that are part of an Event

Environment. An Event Environment Tool may be targeted during Event

execution. Event Environment Tools are distinguished from the Cyber Range

Support Tools in two significant ways: 1) Different Cyber Range Support Tools

may be used at different Cyber Ranges. Event Environment Tools (such as

instrumentation) are specified within the Event Environment and are ideally

expected to remain the same or provide an equivalent capability no matter

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-3 Enclosure G

where the Event is conducted; 2) Cyber Range Support Tools cannot be

targeted during the execution of an Event. In contrast, Event Environment

Tools may be targeted.

d. Cyber Event (or Event): A planned, controlled, and scheduled set of

activities conducted on a Cyber Range to meet specific goals, objectives, or

requirements. Events include, but are not limited to, experimentation, test and

evaluation, TTP development, concept of operation (CONOPS) development,

demonstration, mission rehearsal, training, or exercise.

e. Cyber Range Support Tools: Hardware and/or software used to support

an Event but are not part of the Event Environment. Cyber Range Support

Tools include tools for conducting pre-Event execution activities (design, set-

up, configuration, site asset management, asset scheduler, range validation,

etc.), Event execution (health and status monitoring, visualization, etc.), and

post-Event execution activities (data analysis, after-action reporting, data

archive/storage, range sanitization, etc.). A Cyber Range Support Tool must

not be targeted during an Event execution.

f. OPFOR: Cyber OPFOR are frequently referred to as Red Teams. For the

purposes of this manual, cyber OPFOR is a group of DoD personnel authorized

and organized to emulate a potential adversary’s exploitation or attack

capabilities against a targeted mission or capability and known as Cyber

OPFOR/Red Teams.

4. Planning. Cyberspace training events typically involve the use of networked

assets at various levels of operational fidelity intended to provide the

appropriate environment for achieving designated TOs within cost, security,

and other exercise constraints. Simulation and virtualization are frequently

the most cost effective options to train to the effects of denied, manipulated, or

contested cyberspace conditions. Realistic cyberspace OPFOR/Red Team

participation should be used to the greatest extent possible in DoD exercises to

assist in development of more effective TTPs to counter adversary activities.

When cyberspace OPFOR/Red Teams are not available, cyberspace exercise

vignettes should be used to create a realistic cyberspace threat. A number of

different options are available to assist exercise planners in the incorporation of

cyberspace challenges into their training events to ensure all staff learn how to

fight through degraded environments/conditions.

a. Dedicated designated organizational cyberspace exercise planners can

develop cyberspace scenarios that create various levels of cyberspace

degradation. This can include the simulation of full outage of networks and

loss of access to mission systems. Friendly cyberspace vulnerabilities can also

be exposed through information compromise from cyberspace attackers.

Cyberspace exercise planners are presented the same considerations and

challenges that are present in planning for other joint capabilities and

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-4 Enclosure G

functions, as well as some unique considerations. Targeting, deconfliction,

commander’s intent, political/military assessment, and collateral effects

considerations all play into the calculations of the cyberspace planner’s efforts.

The development of realistic and robust cyberspace attack and degradation

scenarios must be balanced with the need to achieve non-cyberspace related

TOs. Cyberspace scenario integration into exercises should be consistent with

and complement all of the exercise objectives and focus on inclusion of the

cyberspace domain as an integral element of the operational environment, not

as a separate event or scenario.

b. Joint Staff J-7 Support Capabilities. Joint Staff J-7 DD JT can assist

CCMD exercise planners in the development and execution of an appropriate

cyberspace JTE throughout the JELC. Joint Staff J-7 can support Cyberspace

Operations exercise design consistent with overall exercise framework and

objectives to advance training and readiness of joint and coalition forces to

operate in cyberspace. Joint Staff J-7 provides a global perspective for C2 and

TTP development of joint and coalition cyberspace operations through shared

best practices, insights and warfighter seminars. A Joint Staff developed

technology called Network Effects Emulation System is also available to

simulate cyber-attack conditions. This technology can simulate varying

degrees of cyber-attack conditions, which include host-based and network-

based effects on end-user machines without impacting the operational network

or supporting systems.

c. USSTRATCOM can assist organizations to generate realistic cyberspace

conditions in exercises. This will support these organizations developing

capabilities and TTPs that sustain essential operations in and through a

degraded or denied cyberspace environment.

5. Ranges. The ranges and key support organizations described below have

the potential to provide a secure emulation of the network environment to allow

CCMDs, Services, RC, NGB, CSAs, the research, development, test and

evaluation community, and other government agencies to test capabilities and

train forces to conduct operations in cyberspace. The ranges and organizations

identified here are capable of interacting and operating with each other as well

as other respective DoD ranges via secure distributed networks.

a. Joint Information Operations Range (JIOR), Suffolk, VA under Joint

Staff Director Joint Force Development (J-7). JIOR provides a globally

distributed, agile, persistent, closed-loop replication of the cyberspace domain

allowing all aspects of force development to be practiced in a realistic, threat

relevant, live-fire environment; with emphasis on operating in and through

denied/degraded network environments.

b. DoD Cyber Security Range (DoD CSR), Stafford, VA, under Defense

Information Systems Agency and operated by U.S. Marine Corps. DoD CSR

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-5 Enclosure G

provides a persistent, scalable network environment that will provide direct

support in the areas of IA and Cyberspace Security training and education,

cyberspace exercise, and test and evaluation from the Tier I to the Tier III

network layers. The DoD CSR shall allow for the continuous self-assessment of

DoD Programs of Record, advancing cyberspace security technology and

training of cyberspace security professionals.

c. National Cyberspace Range, Orlando, FL, under Test Resource

Management Center, OUSD AT&L. The National Cyberspace Range provides

the ability to rapidly design, deploy, and sanitize large scale, high fidelity test

and training environments in which extremely malicious threats can be

unleashed on operationally representative systems and networks to assess the

impact on the network, networked weapon systems, and the associated

mission.

d. Command, Control, Communications, and Computers Assessments

Division (C4AD), Suffolk, VA, under Joint Staff Director Command, Control,

Communications, Computers, and Cyber and Chief Information Office (J-6).

C4AD conducts assessments of existing and emerging C4 and cyberspace

capabilities in a persistent C4 environment to achieve interoperable and

integrated solutions that satisfy joint operational requirements.

6. Web-based Resources. USSTRATCOM has developed a Web-based mission

area training portal that includes extensive information on cyberspace

(reference ad).

CJCSM 3500.03E

20 April 2015

Appendix F

G-F-6 Enclosure G

(INTENTIONALLY BLANK)

CJCSM 3500.03E

20 April 2015

H-1 Enclosure H

ENCLOSURE H

EXERCISES

1. Introduction. Joint exercises serve a multitude of purposes – joint training,

joint concept validation, doctrine validation, and support of campaign plans are

just a few examples. Exercises tend to require resources (funding, facilities,

ranges, transportation, personnel) that must be carefully planned and

coordinated to ensure the exercise objectives will be achieved. Once the

decision has been made that an exercise is the appropriate method for training

a joint audience, the JELC is normally the first point of reference for the

exercise planner to begin to lay out the planning and execution requirements

for the event.

2. Purpose. This enclosure provides general guidance on various aspects of

joint exercise planning and coordination. Guides for the exercise planner to

plan and execute a joint training event include reference j, which although

primarily focused on Joint Staff J-7 supported events, provides detailed

information to assist all exercise planners, and reference n, which details the

exercise force requirement process.

3. Political and Security Constraints. Political considerations and security

constraints can significantly impact the joint training process. Many training

events and CCMD exercises are driven by the need to maintain military

presence, provide visible support to allied nations, or warn potential opponents

of United States resolve to meet treaty obligations. Some of these events

cannot be altered or canceled without significant coordination with both the

host nation and allies. The rapid geopolitical changes manifest in recent years

requires CCMDs and Services to review continually their training programs and

exercise constructs to ensure exercise objectives remain valid and the security

environment remains stable. Some training requirements may not be possible

as a result of exercise changes caused by political sensitivities, security

environment changes, and potential exercise cancellations.

4. Significant Military Exercise Briefs (SMEB). Joint Staff J-7 must inform the

Secretary of Defense of significant military exercises via SMEBs (reference ae).

OSD, following coordination with the Office of the Secretary of State, provides

advance notification to the National Security Council (NSC) staff. Appendix F

defines significant exercises and provides the SMEB format.

5. Coordination. Supported CCMDs must coordinate directly with supporting

commands, Services, and agencies to include Host Nation U.S. Embassy

Security Cooperation Offices, on all relevant matters pertaining to the planning

and execution of joint exercises. Coordination should be conducted as early as

CJCSM 3500.03E

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H-2 Enclosure H

possible in the planning cycle. The use of collaborative tools is highly

recommended during the coordination process. Special attention should be

given to transportation, logistics, ranges, facilities, personnel, equipment,

exercise timing, force lists, and force protection requirements. When two or

more commands expect to use the same forces in exercises, force requirements

should be exchanged to facilitate the planning effort. CCMDs need to be

flexible in the planning process, due to the effect real-world events and budget

considerations can have on event planning and execution. Detailed joint

training resource guidance is found in reference c.

6. Exercise Force Requirements. Joint Force or Service exercise force

requirements that support title 10 responsibilities do not require a SecDef

decision and are not allocated. The JFC is responsible for deconfliction of

Service force participation by UIC and/or time and TOs. The JFC will maintain

a scheduling deconfliction role for force providers, to include worldwide joint

exercise and training event scheduling, and inform the requesting command

when and why a force is not available.

a. Force/capability requests for exercise forces will be initiated in JTIMS as

far in advance as possible, per reference n. JOPES will be used in conjunction

with all CCDR-sponsored (JEP) or CJCS-sponsored (CEP) exercises that involve

movement of forces. For CPXs, separate time-phased force and deployment

data (TPFDD) will be built for exercise play as well as for the actual movement

of exercise players. When used, JOPES system performance and user

capability will be an evaluated TO within CCMD AARs.

b. CCMDs that desire forces assigned to another CCDR or the Services will

request those forces from the JFC or appropriate JFP. CCDR force requests

will clearly identify the capability required in order to allow proper

consideration by the sourcing JFC/JFPs. Force requests are characterized as

either standard (annual) or emergent requests based upon the time in advance

from an exercise start date.

(1) Annual Exercise Requests. Per reference a, exercise annual force

requests are referred to as standard force requests for exercises. Standard

requests will be published in JTIMS one to three years in advance of the date

the request is submitted.

(2) Emergent Force Requirements. Emergent joint exercise force

requests developed within one year of event execution should be published in

JTIMS and requested via record message traffic.

c. CCMDs that require the participation of exercise SMEs (individual) to

support their respective joint exercises will pursue initial sourcing from their

own staff and assigned Service Component HQ. In cases where the assigned

Service Component cannot source the SME, the CCMD can request SME

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H-3 Enclosure H

augmentation in JTIMS. The JTIMS Exercise SME request should clearly

identify the functional requirements and capabilities required in order to

facilitate sourcing.

7. Functional Support Requirements

a. Scheduling organizations will consolidate and submit validated

common-user transportation requirements to USTRANSCOM IAW reference k.

USTRANSCOM will then task appropriate transportation component

commands to schedule the required lift.

(1) Requests for mobile communications support and equipment

controlled by the Joint Staff J-6 or USTRANSCOM, should be submitted IAW

reference af. Commands requesting these assets fund all associated

transportation and personnel support costs, less pay and allowances, incident

to deployment and recovery.

(2) Detailed requests for tanker support will be submitted via JTIMS to

USTRANSCOM NLT 60 days before the quarter for which an exercise is

planned. USTRANSCOM will forward the requirement to the Air Mobility

Command Tanker Airlift Control Center/Operational Training Division,

Directorate of Operations and Training. A request update for exercises

scheduled in second and third months of the quarter should be submitted 90

days prior to the day the exercise begins (STARTEX).

b. Intelligence support is an inherent part of the joint training process.

Use and evaluation of national intelligence assets should be considered in the

development of joint training activities. To ensure effective and efficient

national-level intelligence support from the relevant CSAs (Defense Intelligence

Agency, National Security Agency, National Geospatial-Intelligence Agency) and

other intelligence support organizations (i.e., National Reconnaissance Office),

exercise planners should involve these organizations at the earliest possible

exercise planning stage. Exercise planners will enter requests for intelligence

exercise support from the relevant CSA into JTIMS or other portals used by the

intelligence community. Joint Staff J-25 will determine if a Consolidated

Exercise Support Request is required when requesting national intelligence

support.

c. Joint Functional Component Command Space, in coordination with

USSTRATCOM J-7, is the focal point for scheduling and integrating DoD space

assets into exercises. The Joint Staff J-7 provides assistance in developing

space scenarios for exercise execution during the JELC.

d. USCYBERCOM, a sub-unified command under USSTRATCOM, is

chartered to integrate and coordinate the day-to-day defense of DoD networks.

Additionally, USCYBERCOM can assist CCMDs in integrating cyber operations

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H-4 Enclosure H

into operational and contingency planning (including training and exercises).

The Joint Staff J-7 provides assistance in developing cyberspace scenarios for

CCMD exercise execution during the JELC, in coordination with

USCYBERCOM J-7.

8. Multinational Coordination. Normally, CCDRs and Service Components will

perform direct liaison with their respective multinational commanders for all

aspects of U.S. participation in multinational events. Agreements for the

participation of multinational military partners in training/exercise events is

the responsibility of the CJCS (reference ag). That responsibility is normally

delegated to the CCDRs and agreements should be in place prior to the

planning of any training event in which multinational military participation

(references ah and ai), military information sharing, or C2/C4 system

integration (reference aj) is anticipated.

9. Force Protection. The supported commander is responsible for ensuring

that force protection is an integral part of the exercise planning process.

However, exercise forces will not be requested for operational taskings or roles

requiring employment of lethal weapons systems under conditions other than

collective joint training. This coordination occurs throughout the entire

planning and execution phases of an exercise.

10. Natural Resources Management. Scheduling commands will ensure that

participating units comply with federal, state, local, and applicable host-nation

laws and regulations concerning protection of the environment. Exercises

conducted in the United States will comply with reference ak. Exercises

conducted outside the United States must comply with references al and am as

well as any applicable foreign laws or international agreements.

a. Exercises likely to result in significant diplomatic, interagency, NGO, or

media attention due to environmental considerations should be reported in

advance IAW reference ae.

b. To the maximum extent feasible, advance environmental analysis and

planning will be incorporated in planning and reflected in the JOPES TPFDD.

Documentation should normally appear as an annex to the applicable exercise

plan or operation order.

11. Joint Exercise Directive. Joint exercise directives provide participants

information concerning the planning and conduct of the event, to include

exercise goals, objectives, and conduct. Many of the support and technical

plans are attached to the joint exercise directive. Selected portions of the

directive become key components of the Exercise Director’s Handbook. An

example is found at Appendix B.

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H-A-1 Enclosure H

APPENDIX A TO ENCLOSURE H

JOINT TRAINING EVENT PLANNING MILESTONES

Purpose. Table 20 is a representative timeline of typical major events,

milestones, products, and services associated with joint event support. The

OPR is listed to the right of the task or event. The organization scheduling the

event (OSE) is the organization that sponsors, schedules, and provides

validated funding for the joint training event. The organization conducting the

event (OCE) is the organization responsible for developing, managing, and

executing a training event (this may be a Service Component). Some variations

may exist in terminology and execution among the CCMDs and the OSE and

OCE may or may not be the same organization. Reference k describes the

procedures associated with TPFDD development and deployment execution.

This matrix can be used as a representative guide and tailored to meet the

specific needs of an OSE or OCE.

Days Before E-Day/

T-Day

Event

OPR

E-270-220

INITIAL PLANNING

 Conduct Concept Development Conference

 Review lessons learned

 Develop concept and objectives

 Develop force list

 Review JMETLs

 Provide inputs to sponsoring CCDR on concepts,

objectives, JMETLs, and forces

 Initiate TPFDD

 Develop exercise budget and update cost

information in JTIMS

 Identify unique events that may require longer

planning horizons such as special activities or

deployment of a specific capability.

 OSE/OCE

 All

 OSE/OCE

 All

 Supporting CCDR

 OSE

 OSE/OCE

C-220

EXERCISE DEVELOPMENT

 Conduct Initial Planning Conference (IPC)

 Establish Newsgroup/exercise Web site

 Determine JOPES training requirements

 Establish GCCS training requirements

 Finalize concept and objectives

 Enter Sponsoring CCMD requirements into

Exercise TPFDD

 Network Exercise TPFDD

 Update exercise cost information in JTIMS

 OCE

 All

 OSE

 OSE/OCE

 OSE

E-180

 Source force requirements in TPFDD file

 Initial transportation feasibility and cost

estimates

 Initial unit equipment lists for sealift

 Publish C-Day/L-Hour for exercise

 Supporting command

 USTRANSCOM

 Supporting command

 OSE/OCE

E-Day is the day the exercise starts, also known as STARTEX. C-Day is the unnamed day on

which a deployment operation is to commence. ALD is Available to Load Date. L-Hour is the

specific hour on C-day at which a deployment operation commences or is to commence.

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H-A-2 Enclosure H

Days Before E-Day/

T-Day

Event

OPR

C-150-120

 Conduct Mid Planning Conference (MPC)

 TPFDD adjustments to match budget, forces,

and transportation availability

 Identify potential commercial airlift requirements

 Transportation mission support force

requirements entered into TPFDD

 Build redeployment TPFDD

 OCE

 All

 OSE

 USTRANSCOM

 OSE

C-130

 Final unit equipment lists to Surface

Deployment and Distribution Command

 OSE

E-100-90

 Complete redeployment TPFDD

 Ensure deployment and redeployment TPFDD

files are free of fatal errors

 OSE

C-85

 Conduct Final Planning Conference

 OCE

C-50 – C-31

 Provide aircraft load plans to AMC cargo. Begin

initial airlift planning.

 Units shipping cargo

NLT ALD-21

(Recommend ALD-

45)

 Supported command validates TPFFD common-

user airlift and sealift requirements to USTRANSCOM

 OSE

ALD-21 to ALD-14

 Refine and source transportation mission

support requirements

 USTRANSCOM

ALD-14 to ALD-7

 TRANSPORTATION SCHEDULING. Sealift and

airlift schedules entered into JOPES

 USTRANSCOM

C-Day

 Deployment of first ship or plane load

 USTRANSCOM

E-Day

 STARTEX - Exercise starts

 OCE

Table 20. Major Events, Milestones, Products, and Services

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H-B-1 Enclosure H

APPENDIX B TO ENCLOSURE H

JOINT EXERCISE DIRECTIVE SAMPLE FORMAT

1. Description. The joint exercise directive is organized and constructed along

the line of a joint operations plan. (NOTE: This example is for a computer-

assisted event and should be tailored to the specific event).

2. Format

a. Cover Page: Command, joint exercise name, date of publication, highest

classification.

b. Record of Changes

c. Plan Summary: The plan summary contains the following:

(1) Purpose and scope of the exercise

(2) Conditions for implementation

(3) Operations to be conducted

(4) Key assumptions

(5) Joint exercise constraints

(6) Joint exercise timeline

(7) Command relationships

(8) Logistic appraisal

(9) Personnel appraisal

(10) Consolidated listing and impact assessment of shortfalls and

limiting factors

d. Security Instructions and Classification Guidance

e. Table of Contents and List of Effective Pages

f. Basic Plan

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H-B-2 Enclosure H

(1) Situation – General: Includes the OSE, training audience(s),

purpose, tasked units, and exercise overview.

(a) Area of Concern: Describes the event “play box.”

(b) Deterrent Options: Discussion of possible actions that might

preclude combat operations if applicable.

References the scenario background in the exercise background in the

appropriate annex to the joint exercise directive.

(d) Friendly Forces: Includes all units and their command

relationships. Includes supporting CCMDs and relationships. Augmentee and

liaison-tasked units are also identified.

(e) Assumptions: List all assumptions that were made relevant to

the scenario and lead-in actions.

(f) Legal Considerations: Describes all considerations, both real-

world and scenario-relevant, to the event, scenario, and participants.

(g) Joint Exercise Objectives: Separate paragraphs to discuss

CCMD, task organization, and supporting command joint exercise objectives.

These joint exercise objectives may or may not be directly related to TOs.

(h) TOs: Separate paragraphs to state all TOs by source and UJTL

(JMETL) references.

(2) Mission: Full mission statement, task, and purpose. Includes the

who, what, where, when, why, and how (relevant doctrine and SOP).

(3) Execution

(a) CONOPSs: Summary of organization and responsibilities to

accomplish the stated mission. Joint exercise phasing is included (if

applicable). Identifies the model and/or simulation and what will be simulated.

(b) Tasks: Joint exercise development and execution tasks are

described for all participating and supporting units and/or agencies.

(4) Administration and Logistics: References the logistics support

annex and all other support annexes.

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Appendix B

H-B-3 Enclosure H

(5) Command and Control (C2): Physical locations of the C2 and/or

HQ structure. Identification of key personnel (Exercise Director, lead planners,

etc.). Reference to the communications support annex.

g. Annexes, as required (examples follow):

(1) Annex A, Task Organization

(2) Annex B, Intelligence

(3) Annex C, Operations

(4) Annex D, Logistics

(5) Annex E, Personnel

(6) Annex F, Public Affairs

(7) Annex G, AAR Collection Management Plan

(8) Annex H, Environmental Services

(9) Annex J, Command Relationships

(10) Annex K, Command, Control, and Communications

(11) Annex L, Operations Security

(12) Annex M, Geospatial Information and Services

(13) Annex Q, Medical Services

(14) Annex S, Joint Visitor Operations

(15) Annex U, Reports

(16) Annex V, Space Operations

(17) Annex X, Execution Checklist and Milestones

(18) Annex Y, Definitions and Glossary

(19) Annex Z, Distribution

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H-B-4 Enclosure H

(INTENTIONALLY BLANK)

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Appendix C

H-C-1 Enclosure H

APPENDIX C TO ENCLOSURE H

CHAIRMAN’S EXERCISE PROGRAM

1. General. This appendix describes policies and procedures for the planning

and conduct of exercises through the CEP. It provides details on how CEP

events are scheduled, synchronized, and integrated with exercises sponsored

by elements of the DoD, e.g., JEP events, and interagency exercises such as the

NEP and stability operations exercises. This appendix also describes the Joint

Staff J-7 DD JT Chairman’s Exercise Program Division (CEPD) roles and

relationships with the Joint Staff, OSD, and civilian mission partners (other

USG agencies, NGOs, and IOs).

2. Purpose. The CEP is designed to improve the readiness of U.S. Forces to

perform joint operations through the conduct of regularly scheduled strategic,

national level exercises that examine plans, policies, and procedures under a

variety of simulated crisis situations. Additionally, the CEP is intended to

improve overall USG readiness by maximizing the benefits of multi-agency

collaboration and government readiness through participation in NEP, Joint,

and Service training, exercises, and experiments to enhance unity of purpose

and effort. The CEP is a means for the CJCS, through the Joint Staff, to

coordinate Joint Staff, OSD, civilian mission partner and CCMD participation

in strategic-national level joint exercises. These events are listed in JTIMS and

may be CE2 funded.

a. The CEP must also consider the overarching framework provided in the

NMS, National Response Framework (NRF), DPG, GEF, JSCP, DoD title 10

responsibilities, CJCS guidance, and the CJTG with Chairman’s HITIs.

b. CEP Focus. The CEP facilitates Joint Staff participation in and support

to meet specific exercise requirements in the NEP, JEP, interagency, and other

training and exercises as required or directed by the CJCS or SecDef. Primary

focus areas of the CEP include:

(1) CJTG. The CEP facilitates implementation of the CJTG to ensure

preservation of required capabilities inherent in a ready joint force while

facilitating pursuit of the capabilities required for the future Joint Force and

globally integrated operations.

(2) NEP. DoD participation will be coordinated through the Joint Staff

J-7 DD JT CEPD and OSD.

(3) OSD. OSD guidance requires certain functional areas to be

exercised on a recurring basis such as stability operations, integrated

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H-C-2 Enclosure H

operations, continuity operations, and nuclear weapons accident/incident

exercise (NUWAIX) (references b, an, ao, ap, aq, and ar).

(4) Joint Staff Functional Areas. The Joint Staff has functional areas

that must be exercised on a regular basis to include: Nuclear C2, continuity

operations, cyber operations, Combating Weapons of Mass Destruction (WMD),

and adaptive planning. The CEP will facilitate Joint Staff participation in

CCMD and OSD exercises.

(5) Future and Emerging Exercise Areas. As a function of a constantly

changing environment, there are arenas and emerging requirements that are

currently not part of any of the aforementioned program or area. As these

develop, or are deemed relevant by the SecDef, CJCS, or CCDRs, the CEP will

be integral to the planning, development, and execution of such events.

3. Background. The CEP, administered by the Joint Staff J-7, has historically

consisted of six major exercises: POSITIVE RESPONSE (PR), DoD Level

Rehearsal (DLR), NATO Crisis Management Exercise (CMX), the U.S.-Russian

Federation (U.S.-RF) Cooperation Program, ELIGIBLE RECEIVER, and

POSITIVE FORCE. In recent years, the Joint Staff has discontinued both the

ELIGIBLE RECEIVER and POSITIVE FORCE programs, but added other

programs to the CEP Portfolio discussed below.

4. Chairman’s Exercise Program Portfolio. The CEP Portfolio covers four

distinct areas: (1) Coalition and Allied Partnership, (2) exercises orchestrated

or directed by the USG, (3) interagency initiatives that enhance civilian mission

partner participation in DoD exercises, and (4) DoD sponsored or directed

exercises many of which fall into the JEP. The four aspects of the CEP Portfolio

illustrated in Figure 61 are explained in the following paragraphs and

associated Annexes.

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Appendix C

H-C-3 Enclosure H

Figure 61. CEP Portfolio

a. Coalition and Allied Partnership. Achieving the NMS requires

cooperation with other countries and the DoD must be prepared to expand

joint operations beyond its own forces. The CEP manages two programs that

support this expansion:

(1) NATO CMX. NATO CMXs are approved by the North Atlantic

Council (NAC) and include senior participants from across the USG as well as

their respective staffs at the required level. The DJ-7 is responsible for

identifying the head of the U.S.-Planning Delegation for NATO CMXs.

Frequency – one per FY. See Annex D.

(2) U.S.-RF CP. The U.S.-RF CP is coordinated by Joint Staff J-5 and

executed by Joint Staff J-7 DD JT CEPD. The program is designed to promote

military-to-military dialogue and strengthen cooperation in key areas of mutual

security interests. Areas of cooperation that would benefit from an exercise are

approved in the annual work plan by CJCS and the Chief of the General Staff,

Russian Federation. DJ-7 is the head of the U.S.-Planning Delegation and is

responsible for assigning lead for designated events. Planning and execution

may include participants/organizations from across DoD. Frequency – one

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H-C-4 Enclosure H

every 18 months or as agreed upon by the two nations. This program is

temporarily suspended; see Annex E for more details.

b. USG orchestrated/directed. The Joint Staff J-7 DD JT CEPD, in

conjunction with OSD, will coordinate appropriate OSD and Joint Staff

participation in federal interagency exercises identified in the NEP Two Year

Exercise Plan. These exercises will be entered and tracked in JTIMS by the

Joint Staff J-7 DD JT CEPD.

(1) National Exercise Program Capstone Exercise (NEPCE). A single

capstone exercise is conducted every two years as the final component of each

NEP progressive exercise cycle. Federal Departments and Agencies are directed

to participate in each NEPCE to the maximum extent possible, as determined

by the Homeland Security Council (HSC) Principals Committee. These

exercises will be listed and updated in JTIMS by the Joint Staff J-7 DD JT

CEPD. A CEP/CCDR Exercise may be linked to the NEPCE as required to

incorporate DoD participating and achieve common training and exercise

objectives. The NEP and NEPCE are governed by the DHS/Federal Emergency

Management Agency (FEMA) authored documents, “NEP Base Plan” and “NEP

Implementation Plan” which contain additional details and requirements for

these programs and exercises (references as and at).

(2) Principal Level Exercise and Senior Leader Exercise. The National

Security Staff will direct DHS/FEMA development of select exercises for senior

leaders as identified in the NEP Two Year Schedule that includes senior OSD

and Joint Staff participation with subject matter expertise provided by the

appropriate staff elements. The exercises will be listed and updated in JTIMS

by the Joint Staff J-7 DD JT CEPD. The frequency of these exercise events is

an average of four per FY.

c. Interagency initiated. The Joint Staff J-7 DD JT CEPD, in conjunction

with civilian mission partners, will promote partner training and exercise needs

by hosting national capital region (NCR) based events that address partner

objectives. The events will include military representatives and link to military

training and exercises when appropriate.

(1) The Joint Staff J-7 DD JT CEPD will identify and develop exercises

focusing on civilian objectives with support from DoD, other appropriate U.S.

civilian agencies, and NGOs.

(2) The Joint Staff J-7 DD JT CEPD will coordinate NGO and civilian

agency participation, as well as support the development of realistic NGO and

civilian agency roles and scenarios in DoD exercises.

(3) The Joint Staff J-7 DD JT CEPD will facilitate the participation of

IGO, NGO and U.S. civilian agency staff in DoD exercises held in different

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H-C-5 Enclosure H

regions of the world and will seek to sustain coordination, participation, and

collaboration in military, civilian, and NGO training and exercises.

d. Joint Exercise Program (JEP)

(1) Combatant Command. CCMDs maintain trained and ready forces,

exercise contingency plans, support campaign plan engagement activities, and

achieve joint and multinational (combined) training through the JEP. Joint

Staff involvement in these efforts is mutually beneficial to the CCMDs and the

Joint Staff/OSD/civilian mission partners and will be facilitated by the CEP

when requested.

(2) OSD. OSD will participate in joint exercises that suggest strategic

priorities that advance the NSS, NMS, GEF, and DPG. Specific exercise types

in which OSD will participate include, but are not limited to, continuity

operations, NUWAIX and exercises involving civilian mission partners.

(3) Joint Staff Exercises. The Joint Staff will participate in joint

exercises that support strategic priorities that further the NSS, NMS, GEF and

DPG and as directed by the CJCS. Civilian partner participants should

generally come from CCMD resources within the HQ and partners within their

AOR; however, these positions may be filled by agency HQ personnel when

policy and strategic issues are addressed or resource gaps exist. When civilian

partner personnel are requested, OSD and Joint Staff counterparts will also

participate to form a coordination cell in the NCR.

(4) DLR Exercises. The DLR exercise is designed to improve the

readiness of U.S. forces to conduct joint operations in conjunction with

selected interagency partners against real-world ongoing or emerging threats

outside continental United States (OCONUS). See Annex C.

(5) PR Exercises. PR was originally designed to be a short-duration,

narrowly focused CPX to examine specific issues directed by the CJCS. An

exercise under the purview of the CEP may be designated a PR if the event or

exercise offers balanced TOs for the CCMD, the Joint Staff, and OSD. The

CJCS may also designate a specific exercise, such as a CCMD JEP event, as a

PR event; provided the exercise is based on CJCS HITIs, mutual TOs, or

heightened interest of senior leaders. These exercises will normally have higher

levels of participation by the Joint Staff and OSD. The naming convention for

PR exercise will include the “PR” designation, followed by the FY than a

sequential number, e.g., “PR 14-1.” The PR exercise construct is laid out in

detail in Annex B.

5. Exercise Scheduling, Integration, and Synchronization. The CEPD is the

lead agent for the Joint Staff to schedule, integrate, and synchronize CCMD,

JEP, NEP, and/or civilian mission partner exercises for Joint Staff. Joint Staff

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Appendix C

H-C-6 Enclosure H

J-7 CEPD will host the IEW and participate in the WJTC. The goal is to

synchronize and integrate the five-year DoD exercise calendar among the

CCMDs, Services, and civilian mission partners and to ensure Joint Staff J-7

DD JT resources are available to support CCMD exercises. The primary source

of exercise data requirements will be JTIMS, however these details will also be

discussed during JELC events or as required to ensure mutual understanding

between parties involved. The objectives are to enable better mutual support of

mission partners and DoD in exercises.

6. Joint Event Life Cycle (JELC)/Exercise Planning Cycle. The typical exercise

planning conference/meeting sequence is described in Enclosure E, paragraph

5 and reference j. The actual sequence and purpose of these meetings may

vary according to the scope and complexity of the exercise. In the case of

linked exercises, every effort should be made to hold integrated planning

meetings to cover the linked exercises at a single planning venue for each

phase of the planning cycle. Specifically, in instances where the Joint Staff

and OSD have agreed to support a CCMD exercise, the Joint Staff will request

an integrated planning meeting with representation from Joint Staff, OSD,

Services, and appropriate civilian mission partners, as required.

7. Exercise Support Requests

a. Joint Staff Requests. Exercises for which Joint Staff support is

requested should be consistent with the GEF and the NMS. Joint Staff J-7 DD

JT CEPD is the lead agent for the Joint Staff to coordinate and evaluate

requests, schedule, and determine the capacity for Joint Staff involvement in

exercises. The specific requirements must be entered into JTIMS and be

identified by the requestor during the planning phase of the JELC, and NLT the

MPC. CCMD requests will be discussed, vetted, and prioritized during the IEW

and WJTC based on which exercises best support Joint Staff TOs,

requirements, and Joint Staff Directorate’s capacity.

b. OSD Exercise Support Requests. Exercises for which OSD support is

requested should be consistent with the GEF and the NMS. Joint Staff J-7 DD

JT CEPD is the lead agency for the Joint Staff to coordinate and facilitate OSD

involvement in exercises. The specific requirements must be identified via

JTIMS by the requestor during the planning phase of the JELC, and NLT the

MPC. CCMDs requests for OSD support will be discussed, vetted, and

prioritized during the IEW based on which best support OSD TOs,

requirements, and capacity.

c. Civilian Mission Partner Coordination. Mission partner exercise support

requests will be handled through the Interagency Team within the Joint Staff

J-7 DD JT CEPD. They facilitate interorganizational and DoD efforts to achieve

shared goals and objectives. Joint Staff J-7 DD JT CEPD facilitates actions

designed to improve collaboration of DoD training and exercises with civilian

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H-C-7 Enclosure H

mission partners and serves as the central POC for coordination between the

DoD and USG Civilian Agencies, NGOs, and IGOs to request training and

exercise support. All DoD requests for mission partner exercise planning or

execution participation must be entered into JTIMS in order for Joint Staff J-7

DD JT CEPD to coordinate the requests.

(1) Requests

(a) Mission partner requests must be entered into JTIMS, the

designated system of record. JTIMS entries will include the current year and

provide a two-year projection of participation requests. Updates should be

made throughout the year and specific JELC planning cycle as changes occur.

(b) Requests should describe the capabilities required as well as the

roles and authorities to be exercised.

early in the exercise planning cycle as possible to ensure for partner objectives,

roles, and authorities are integrated into the exercise.

(d) Specific requests for partner requirements must be identified via

JTIMS by the requestor during the planning phase of the JELC, and NLT the

MPC.

(e) The annual IEW is held in the 2nd Quarter of each FY. The IEW

is the forum at which CCMDs, Services, CSAs, and Defense Agency

representatives collaborate with mission partners on training and exercise

opportunities for which partner participation is requested, and identify the

mutual benefits of partner participation. This conference is intended to

promote pre-JELC collaboration to begin shaping exercises that achieve

inter/intra-dependent objectives among the participants, and to identify cost-

effective means of engagement. Specific roles should be defined NLT the MPC.

(2) Prioritization. DoD organizations will present their exercise

priorities at the annual IEW for participation considerations. DoD mission

partners will also offer their priorities at the IEW, consistent with their

interests and available resources. Training and exercises that have been

agreed upon will be finalized in JTIMS by the requestors. Joint Staff J-7 DD JT

CEPD will generate a JTIMS report for presentation directly to DoD and civilian

mission partners and at appropriate civilian mission partner forums.

(3) Status. The status of exercise support requests will be reported

quarterly to the requestors. JTIMS will be updated by all parties as changes,

additions or deletions occur. At a minimum, provide updates on a monthly

basis.

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H-C-8 Enclosure H

(4) For stand-alone Proliferation Security Initiatives (PSI) activities, or

PSI-related injects into an existing exercise, interorganizational requirements

should be forwarded to Joint Staff J-5 for resolution. Joint Staff J-5 is

responsible for coordinating required funding for PSI activities.

(5) Budget planning for interagency support will be consistent with the

prescribed joint training, planning, and programming cycle.

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Appendix C

H-C-A-1 Enclosure H

ANNEX A TO APPENDIX C TO ENCLOSURE H

CHAIRMAN’S EXERCISE PROGRAM ROLES AND RESPONSIBILITIES

1. Joint Staff Directorate Responsibilities. All Joint Staff Directorates will

provide a primary POC for each exercise and submit SME planning support to

Joint Staff J-7 as required. Based on the exercise concept and objectives,

SMEs could participate in the exercise as participants, controllers, or

observers. Each Directorate POC is also responsible for providing Directorate

specific inputs to the Joint Staff J-7 DD JT CEPD lead planner for the Director,

Joint Staff overview brief and/or Tasking Directive as required/applicable. The

Directorate SMEs shall also be available to support Senior Leader briefings

during the Road to Crisis and Crisis Action Planning phase of an exercise as

required/applicable. Each Directorate is also responsible for developing their

own exercise specific objectives and TOs. If an Exercise Crisis Management

Element or Team (CME/T) is required for an exercise, each Directorate will

support with the requisite SMEs as directed by the Joint Staff J-3. Finally, any

Joint Staff Director who is primarily responsible for or sponsors other focused

exercises, should make these exercises known to Joint Staff J-7 DD JT CEPD

for consideration for linkage to larger exercises. Specific Directorate exercise

planning responsibilities include:

a. Directorate of Manpower and Personnel, J-1.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Identify and provide Joint Staff manpower and personnel focused

objectives which support the J-1 training requirements.

(3) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

b. Directorate for Intelligence, J-2.

(1) Serve as the primary POC for coordination on defense intelligence

involvement during exercise planning and execution.

(2) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

(3) Provide an action officer as well as regional or topical experts to

participate in and coordinate on scenario and MSEL development.

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H-C-A-2 Enclosure H

(4) Identify and provide Joint Staff intelligence objectives. Provide

timely support to the collection, exploitation, and dissemination. Respond to

intelligence requests from participants as required.

(5) Draft appropriate intelligence background messages and

intelligence-related MSEL injects.

c. Directorate for Operations, J-3.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Develop orders and take other actions IAW established policies,

procedures, and plans.

(3) Activate and lead an appropriate Joint Staff CME/T IAW established

Joint Staff Crisis Action Procedures as directed by the Director, Joint Staff or

DJ-3 that supports the scope and intent of the exercise.

(4) Assist in preparing Joint Staff/OSD Senior Leaders for CCMD

engagements over the course of the exercise.

(5) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

(6) Implement the appropriate Joint Staff crisis action procedures.

(7) Activate elements of the Joint Staff emergency operations

procedures as appropriate during exercise play.

(8) Plan and conduct internal functionally-oriented training, exercises,

and tests, as required.

(9) Identify and provide J-3 focused objectives supporting DJ-3 training

requirements.

(10) Conduct GFM system specific training and functional orientation

on JOPES, JCRM, Logbook, GFM-TS and PFG.

(11) Conduct JFC/JFP JTIMS Sourcing Workgroup as part of the IEW.

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H-C-A-3 Enclosure H

d. Directorate for Logistics, J-4.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Support the Joint Staff CME/T during the exercise execution with

Joint Logistics Operations Center and appropriate functional expertise, as

required.

(3) Identify and provide J-4 focused objectives supporting DJ-4 training

requirements.

e. Directorate for Strategic Plans and Policy, J-5.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

(3) Identify and provide J-5 focused objectives supporting DJ-5 training

requirements.

(4) Provide SME for replication of the NSC Staff level products, e.g.,

Deputy Committee, Principal Committee, or Domestic Resilience Group

summaries, conclusions, and demarches.

(5) Serve as the Joint Staff OPR for interagency and international

coordination of PSI activities as described in reference au, which sets forth

policy and provides procedures for the planning and execution of U.S. military

support to PSI activities. Authorized military support includes combating

WMD interdiction mission-area related training, PSI exercises, meetings, and

conferences.

f. Directorate for C4\Cyber, J-6.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

(3) Identify and provide J-6 focused objectives supporting DJ-6 training

requirements.

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Appendix C

H-C-A-4 Enclosure H

(4) Provide requisite SME support for cyberspace related exercises to

ensure valid Joint Staff training cyberspace scenario to ensure proper training

of Joint Staff personnel.

g. Directorate for Joint Force Development, J-7. As the lead planning

agency for CEP, Joint Staff J-7 DD JT CEPD is responsible for:

NOTE: This section covers the roles and responsibilities of the Joint Staff J-7

DD JT CEPD located in the NCR. It does not address the multitude of roles

and responsibilities accomplished by the Suffolk-based J-7 Deputy

Directorates, Divisions, Branches and Teams. See reference j for additional

details.

(1) Integrating support systems throughout the JELC processes to

enhance training and exercise collaboration and alignment to enhance

participating organizations’ preparation for operating in complex environments.

Goals include:

(a) Increasing quality and level of partner and DoD participation in

training and exercise programs.

(b) Achieving partner and level of partner and DoD participation in

training and exercise programs.

(2) Coordinating with OSD, Joint Staff Directorates, Services, and

CCMDs for DoD-wide staff exercise participation as applicable.

(3) Coordinating with OSD counterparts to ensure inclusion of

applicable OSD exercise objectives and appropriate participation by senior OSD

officials.

(4) Coordinating NCR inter-organizational participation and facilitating

TOs for DoD exercises.

(5) Developing training and exercise objectives for the Joint Staff in

coordination with functional Joint Staff Directorate SMEs, exercise sponsors,

and partners.

(6) Briefing directors and senior staff members on prospective

participating organizations and proposed exercise themes and objectives to

garner support for the exercise.

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H-C-A-5 Enclosure H

(7) Coordinating with all elements of the Joint Staff to identify Joint

Staff exercise objectives and recommended participation levels.

(8) Coordinating with the Services to identify Service exercise objectives

and recommended participation levels.

(9) Facilitating crisis response/management element/team

organizational level across the Joint Staff prior to exercise execution.

(10) Coordinating Joint Staff, OSD, and Service Senior Leader

participation and developing and presenting Senior Leader preparatory

briefings prior to the start of the exercise.

(11) Hosting and/or attending planning conferences and meetings; and

in the case of linked exercises; coordinating, de-conflicting, and combining

planning conferences to the maximum extent possible.

(12) Coordinating the synchronization of the MSEL using the JMSEL

tool of the JTIMS or the NEP approval tool to drive exercise play to meet

objectives.

(13) Conducting Joint Staff pre-exercise participant preparatory

briefings.

(14) Conducting JECG training for OSD, Joint Staff, and other partner

organizations representatives who will serve as a controller in the Pentagon

JECG element.

(15) Writing and publishing the governing Exercise Director or Letter of

Instruction that includes pertinent information concerning exercise objectives,

scenario, event chronology, participants, meeting schedules, control

mechanism, collection of observations and lessons learned, and after-action

briefings and report processes.

(16) Representing Joint Staff at the Exercise and Evaluation Sub-

Interagency Planning Committee (E&E Sub-IPC); Integrated Education and

Training Working Group; and other training and exercise related standing or

temporary committees and working groups, and coordinating results with

relevant Joint Staff representatives and CCMDs.

(17) Assisting CCMDs in the design and staffing of the command’s

JECG through the Joint Staff J-7 DD JT.

(18) Providing an Observation and AAR Team to present an after action

report to the DJ-7 and Director, Joint Staff.

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H-C-A-6 Enclosure H

(19) Maintaining an internal Joint Staff J-7 DD JT CEPD AAR database

on exercises from a Joint Staff perspective to better integrate and support the

training audience.

(20) Identifying and providing Joint Staff J-7 focused objectives

supporting DJ-7 training requirements.

h. Directorate for Force Structure, Resources, and Assessment, J-8.

(1) Provide requisite SME for planning and execution to support the

scope and objectives of the exercise.

(2) Support the Joint Staff CME/T during exercise execution with

appropriate functional expertise, as required.

(3) Identify and provide J-8 focused objectives supporting DJ-8 training

requirements.

(4) Plan and execute the CJCS CMX as directed by CJCS on current or

emerging threats or potential crisis situations. These narrowly focused

tabletop, discussion-based exercises require planning and participation by

SMEs from Directorates, appropriate CCMDs and OSD. Attendance generally

includes the CJCS, all Directorates, senior OSD officials, CCDRs, and senior

interagency representatives. The frequency is as directed by Director, J-8 in

coordination with CJCS.

2. OSD Responsibilities. OSD and its subordinate offices provide appropriate

SMEs during the planning and execution phases of Joint Staff, other DoD, and

interagency exercises as follows:

a. Provide policy guidance and assistance on specific functional areas to be

addressed in the exercise.

b. Coordinate with federal interagency partners to meet overall DoD

specific and OSD exercise objectives.

c. Identify OSD Senior Leaders as required and appropriate OSD staff

components to participate in the planning and execution of the exercise.

d. Provide controllers in support of the JECG, as required.

e. Participate during the exercise with SMEs at a level commensurate with

overall and OSD-specific exercise objectives and scenario events.

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H-C-A-7 Enclosure H

f. Approve consolidated DoD inputs to after action reports for release to

interagency partners.

g. In coordination with Joint Staff J-7 develop DoD inputs to the NEP Two

Year Exercise Cycle.

h. Advocate DoD policy interests at the Joint Staff annual WJTC.

i. Represent DoD at the E&E Sub-IPC and coordinate results with relevant

CCMDs.

3. Geographic Combatant Command (GCC) Responsibilities. Based on the

exercise scenario and geographic locations involved, one or more CCMDs may

participate in a particular exercise. Once the exercise linkages are agreed to,

Joint Staff J-7, in coordination with the participating CCMDs, ensures that

linkages are reflected in JTIMS. CCMD planning and participation

responsibilities include the following:

a. Identify command exercise objectives.

b. Identify civilian mission partner exercise requirements in JTIMS to

include roles, authorities, and capabilities or functions required; thematics

such as Humanitarian Assistance/Disaster Relief, Stability Operations, Rule of

Law, etc. Requirements should be entered into JTIMS as early as possible but

NLT 30 days after the IPC.

c. Develop MSEL items to set the appropriate conditions within the

command’s AOR and to achieve internal command objectives or support overall

exercise objectives.

d. Provide input to scenario development so as to make the exercise

plausible and consistent with real world situations.

e. Participate in or conduct exercise planning conferences and meetings.

f. Coordinate with subordinate commands/components and other

participating organizations to support all aspects of the exercise.

g. Participate in exercises at the appropriate level in order to attain overall

and command specific exercise objectives, and support the objectives of other

participating commands.

h. Establish a control cell linked to the overall Exercise Control Group to

ensure coordination and synchronization of all aspects of exercise play.

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H-C-A-8 Enclosure H

i. Provide feedback to Joint Staff exercise OPR on exercise issues in the

form of observation reports for inclusion in after-action briefings and reports.

j. Lead coordination, planning, conduct, and evaluation for NEP exercises

that the command has nominated and that have been approved during the

NEP scheduling process.

k. Submit lessons into JLLIS.

l. Coordinate with Federal and State partners to identify and participate in

other Department and Agency exercises that offer opportunities to examine

habitual and potential DoD support roles.

m. Participate in the annual WJTC.

4. Functional Combatant Command (FCC) Responsibilities

a. U.S. Special Operations Command (USSOCOM). USSOCOM planning

and participation responsibilities are the same as those delineated in

paragraph 3 above for the CCMDS, less those that are GCC or AOR specific.

Additionally USSOCOM will provide planning and advice and support joint

exercises that have special operations requirements based on coordination

between USSOCOM and the requesting command/organization.

b. USSTRATCOM/USCYBERCOM. USSTRATCOM/USCYBERCOM

planning and participation responsibilities are the same as those delineated in

paragraph 3 above for the CCMDs, less those that are GCC or AOR, specific.

Additionally USSTRATCOM/USCYBERCOM will provide planning, advice and

support to all exercises that encompass the Command’s role as the DoD lead

for strategic deterrence, space, cyberspace, integrated missile defense, nuclear

command and control, or global strike operations.

c. USTRANSCOM. USTRANSCOM planning and participation

responsibilities are the same as those delineated in paragraph 3 above for the

CCMDS, less those that are GCC or AOR specific. Additionally USTRANSCOM

will provide planning, advice, and support to all exercises that encompass the

Command’s missions. USTRANSCOM will also perform the following actions:

(1) Provide assistance to the Joint Staff J-7 OPR and to participating

commands and agency on all matters involving the use of common-user

transportation assets during exercise planning and execution.

(2) Monitor and coordinate movements and deployments in support of

the exercise IAW established procedures.

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H-C-A-9 Enclosure H

(3) Provide planning and advice and support joint exercises that have

joint enabling capability requirements based on coordination between

USTRANSCOM and the requesting command/organization.

5. Service Responsibilities

a. Provide planning expertise and execution support as required.

b. Develop Service-focused TOs.

c. Coordinate HQ and subordinate organizations’ participation IAW plans

and procedures.

d. Provide support to the Service operational elements and the Joint Staff

during exercise execution as dictated by exercise events and IAW plans and

procedures.

e. Provide necessary operations, communications, logistics support IAW

established procedures during exercise execution.

f. Participate as observers or controllers as required.

g. Define and identify civilian mission partner exercise support and

participation requirements in JTIMS to include roles, authorities, and

capabilities or functions required; thematics such as Humanitarian

Assistance/Disaster Relief, Stability Operations, Rule of Law, etc.

Requirements should be entered into JTIMS as early as possible but NLT 30

days after the IPC.

6. Combat Support Agency (CSA)/Joint Activity Responsibilities. Participation

in the planning of these exercises by agencies such as the Defense Threat

Reduction Agency, Defense Logistics Agency, Defense Information Systems

Agency, Defense Intelligence Agency, Defense Contract Management Agency,

National Geospatial-Intelligence Agency, National Security Agency, and NGB

will be dependent upon the overall concept, theme and objectives of the

individual exercise. Joint Staff J-7 exercise planners will solicit support as

required from these agencies within their assigned functions and

responsibilities.

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Appendix C

H-C-A-10 Enclosure H

(INTENTIONALLY BLANK)

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Annex B

Appendix C

H-C-B-1 Enclosure H

ANNEX B TO APPENDIX C TO ENCLOSURE H

POSITIVE RESPONSE (PR) EXERCISE

1. Concept. The PR exercises are designed to encompass specified Joint Staff

exercise objectives and include senior OSD and Joint Staff participation as well

as their respective staffs at the required level. These may be stand-alone or

conducted in conjunction with other exercises as determined by the CJCS or

Director, Joint Staff. The overall scope and objectives of each PR exercise will

be determined by the Joint Staff in conjunction with the CCMDs as applicable.

The Joint Staff J-7 will have primary responsibility for all aspects of planning,

execution and lessons learned if the exercise is not linked to a CCMD exercise.

These exercises will focus primarily on U.S. military core competencies such as

mobilization, deployment, employment, sustainment, redeployment, but they

may also address specific functional areas to include cyberspace warfare,

strategic communications, combating WMD, Defense Support of Civil

Authorities, continuity of operations/continuity of government, and adaptive

planning. The CJTG, identifying the CJCS HITIs, provides an annually

updated source for potential PR exercise themes.

2. Scope. The PR exercises will be characterized by, but not limited to, the

following factors:

a. Examination of plans, policies, and procedures related to the crisis

situation portrayed by the exercise scenario.

b. Regional or global crisis scenarios.

c. CPX.

d. Participation by one or multiple CCMDs.

e. Participation of other federal departments and agencies based on the

overall concept and objectives of the exercise.

3. Levels of POSITIVE RESPONSE (PR) Exercises. The PR exercises are flexible

in scope, duration and levels of participation. These variables are dependent

on the overall theme and objectives of the exercise. Because of their flexibility,

the PR exercises cannot be rigidly categorized, but their general categories

(based on participation, linkages to other exercises, and their required support

elements) are outlined in Table 21.

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Appendix C

H-C-B-2 Enclosure H

PARTICIPANTS

OBJECTIVES

LINKAGES

TYPICAL SUPPORT

Staff Elements at Joint Staff

and OSD with senior officials

Developed by Joint Staff

and OSD

None – Pentagon

internal

Joint Staff Crisis

Management Element/Team

(CME/T) and an OSD

Response Cell

Joint Staff, OSD, one or more

CCMD, Services, Defense

Agencies, and other Federal

Departments and Agencies at

senior level

Developed by Joint Staff

and OSD and

participating agencies

Participating CCMD

exercise(s)

Joint Staff CME/T and an

OSD Response Cell

Joint Staff and OSD Response

Cells with CCMD elements as

determined by the CCDR

Supporting objectives

developed by Joint Staff

and OSD and

participating agencies

Participating CCMD

exercise(s)

Tailored response cells at

Joint Staff and OSD

SME at Joint Staff, OSD,

CCMD(s), and others as

required

Limited; developed by

Joint Staff and OSD

With participating

CCMD exercise

Specific SMEs on-call from

Joint Staff, OSD and

participating Service HQ

Table 21. PR Exercise Variables

4. Planning. PR exercise planning will generally be conducted IAW the JELC

timeline discussed in paragraph 5 of Enclosure E. For those PR exercises that

are stand-alone exercises, prior to entering the JELC the following sequence

will occur:

a. Using JTIMS and in coordination with potential CCMD participants,

windows of opportunity for exercise execution will be identified. These

exercises will normally be five to seven days in duration.

b. The Joint Staff J-7 DD JT CEPD Project Officer, will convene a PR Core

Planning Group meeting approximately 12-15 months prior to anticipated

exercise execution.

c. The Joint Staff J-7 DD JT CEPD Project Officer will brief the proposed

exercise to the CJCS or Director, Joint Staff, after consensus has been reached

by the Core Planning Group on the general theme and concept for the exercise.

5. Request Process. Commands must submit the request through JTIMS and

simultaneously request a PR at the IEW (January timeframe). When asking for

a PR, the matrix at Figure 62 should be used as a guide for identifying specific

elements of support that the commands require from the Joint Staff in order to

meet their TOs.

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Appendix C

H-C-B-3 Enclosure H

Figure 62. PR Support Matrix

6. Execution

a. Depending on the scope and complexity of the exercise, a Joint Staff

CME/T may be activated in the National Military Command Center (NMCC) and

an OSD response cell may be activated in its Global Situation Awareness

Facility (GSAF). Other agencies or departments may activate their crisis

response organizations as appropriate.

b. A JECG will be activated at the Pentagon, at the J-7 (Suffolk) facilities,

and at major participants’ HQ. DJ-7 will have overall responsibility for control

of the exercise.

c. If required, exercise warning, planning, alert, or execute orders will be

issued. If included in exercise design, some forces may deploy to meet exercise

objectives.

d. The exercise should be designed, through stage-setting MSEL, to focus

on strategic and policy-level objectives to the maximum extent possible.

e. If required or requested by the CJCS or Director, Joint Staff, Joint Staff

J-7 will provide operational training personnel to observe the interaction

between Joint Staff/OSD/CCMD in order to identify any gaps and seams.

7. Post Exercise. The senior DoD participant will normally host an AAR

briefing shortly after ENDEX to review the major emerging issues that have

surfaced during the exercise. The Joint Staff J-7 will solicit, compile and

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Appendix C

H-C-B-4 Enclosure H

publish a Quick Look Report approximately 60 days after ENDEX following

receipt of inputs from all participating organizations. The Joint Staff J-7 DD

JT CEPD lead planner will solicit mission critical findings (three sustain/three

improve) from Joint Staff, OSD and Service participants. The Joint Staff J-7,

Deputy Directorate Future Joint Force Development, Joint Lessons Learned

Division will manage JLLIS and provide exercise participants with JLLIS and

JLLP training to facilitate collection of mission critical findings and

observations.

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Appendix C

H-C-C-1 Enclosure H

ANNEX C TO APPENDIX C TO ENCLOSURE H

DEPARTMENT OF DEFENSE LEVEL REHEARSAL

1. Concept. The DoD Sponsored National-Level Rehearsal (DLR) exercise is

designed to improve the readiness of U.S. forces to conduct joint operations in

conjunction with selected interagency Federal partners against real-world

ongoing or emerging threats OCONUS. These exercises will focus on:

a. Crisis action planning procedures.

b. DoD relationship with other federal departments and agencies.

c. C2 relationships.

d. Communications connectivity.

2. Scope. The DLR exercises will be characterized by, but not limited to, the

following factors:

a. OCONUS-oriented.

b. Regional rather than global crisis scenarios.

c. CPX with potential FTX and no-notice components.

d. Selected DoD forces, HQ, weapons platforms and communication

elements could be expected to deploy when required by the exercise objectives.

e. Selected interagency crisis response elements may deploy as dictated by

the scenario and as agreed upon by participating departments and agencies to

meet their objectives.

f. Participation of other federal departments and agencies is dependent

upon the overall concept and theme of the exercise.

3. Planning. DLR exercise planning will be led by the Joint Staff J-7 DD JT

CEPD and generally be conducted IAW established methodology and

sequencing as follows:

a. Using JTIMS and in coordination with potential interagency participants

through the NEP, windows of opportunity for exercise execution will be

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Appendix C

H-C-C-2 Enclosure H

identified. These exercises will normally be no more than four days in

duration.

b. The Joint Staff J-7 DD JT CEPD Project Officer, will convene a series of

DLR Core Planning Group meetings approximately 15 months prior to

anticipated exercise execution. A small number of planners from OSD, the

Joint Staff, and participating Federal agencies will be responsible for the initial

exercise design.

c. The Joint Staff J-7 DD JT CEPD Project Officer will brief the proposed

exercise to the CJCS or Director, Joint Staff, after consensus has been reached

by the Core Planning Group on the general theme and concept for the exercise.

d. Once preliminary approval by the CJCS or Director, Joint Staff is

obtained, detailed planning meetings will be conducted to develop the exercise

specifics.

4. Execution

a. Depending on the scope and complexity of the exercise, a Joint Staff

CME/T may be activated in the NMCC and an OSD response cell may be

activated in its GSAF. Other agencies or departments may activate their crisis

response organizations as appropriate.

b. A JECG will be activated at the Pentagon and at major participants’ HQ.

c. If required, exercise warning, planning, alert, or execute orders will be

issued. If included in exercise design, some forces will deploy to meet the

contingency.

d. The exercise will be planned and executed to maximize free play for all

staffs involved. The exercise should be designed, through stage-setting MSEL,

to focus on strategic and policy-level objectives to the maximum extent

possible.

5. Post Exercise. The senior DoD participant will normally host an AAR

briefing shortly after ENDEX to review the major emerging issues that have

surfaced during the exercise. The Joint Staff will publish a Joint After-Action

Report (JAAR) approximately 30 days after ENDEX following receipt of inputs

from all participating organizations.

6. Funding. Programming of funds will be based on the factors listed below.

Estimates for programming will be based on one exercise of this type every

eighteen months.

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Appendix C

H-C-C-3 Enclosure H

a. The Joint Staff may fund the airlift costs from the Joint Exercise

Transportation Program. Responsibilities for coordinating and validating airlift

must be clearly delineated during the planning phase of the exercise to ensure

that required transportation is available.

b. The operations and maintenance costs will be absorbed within the

existing exercise budgets of the CCDR’s executive agent and/or Service

components. Participating agencies and departments will bear their respective

costs.

c. Services will fund the command, control, communications, and

computer and weapon systems deployment, employment, and redeployment

costs for those systems that are self-deploying.

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Appendix C

H-C-C-4 Enclosure H

(INTENTIONALLY BLANK)

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Annex D

Appendix C

H-C-D-1 Enclosure H

ANNEX D TO APPENDIX C TO ENCLOSURE H

NORTH ATLANTIC TREATY ORGANIZATION (NATO) CRISIS MANAGEMENT

EXERCISE (CMX)

1. Background. The NATO CMX is NATO’s only Alliance–wide strategic

exercise where major NATO HQ, Commands, and all NATO nations participate.

In select years, NATO CMX also includes participation with the European

Union and other non-NATO nations having security arrangements with NATO.

Unlike other CEP exercises, the U.S. is not responsible for overall control and

management of NATO CMX; however, the U.S. is a prominent planner and

participant from both Brussels, Belgium and Washington, DC. The exercise is

conducted annually with up to 35 NATO and non-NATO nations participating

from Brussels and from their capitals.

2. Joint Staff J-7 Planning Responsibilities. The Joint Staff J-7 serves as the

U.S. coordinator for U.S. participation in the annual NATO CMX exercise. A

Joint Staff J-7 Project Officer serves as the Head of the U.S. Delegation to the

NATO CMX planning conferences and, in this capacity, plans and coordinates

U.S. national civil-military participation. The core U.S. planning team normally

consists of planners from Joint Staff J-2/J-3/J-5/J-7, OSD, DOS, U.S. Mission

to NATO, Delegation to the Military Committee, and DHS. The core team may

be augmented by Joint Staff J-4, U.S. Mission to the United Nations, U.S.

Mission to the European Union, the National Security Agency, and civil Federal

Departments and Agencies, as appropriate, to support specific exercise

objectives. Additional Joint Staff J-7 DD JT CEPD responsibilities include:

a. Serve as Head of the U.S Delegation responsible for coordinating the

appropriate U.S. policy and military exercise issues into the exercise.

b. Participate in the development of NATO exercise objectives (known as

exercise specifications).

c. Establish direct liaison with NATO CMX planners in the NATO

International Staff, NATO International Military Staff, and Supreme HQ, Allied

Powers Europe, and Allied Command Transformation.

3. Documentation. The Joint Staff J-7 NATO CMX Project Officer contributes

to the development of NATO produced exercise documents used by all nations

and NATO Commands. The following NATO documents are similar to U.S.

produced documents for CEP, but are NATO-controlled with national inputs:

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Annex D

Appendix C

H-C-D-2 Enclosure H

a. NATO Exercise Instruction that serves the same purpose as an Exercise

Directive or Letter of Instruction.

b. NATO Directing Staff Instruction that serves the same purpose as the

Control Staff Instruction.

c. NATO First Impressions Report that is contributed to by all nations and

is an AAR for NATO.

d. NATO Final Post-Exercise Report that is similar to the JAAR and is

submitted to the NAC.

4. U.S. Co-Hosted Conferences. Most NATO exercise planning conferences are

co-hosted by NATO and European nations. When requested by NATO, the U.S.

and Canada have agreed to host, by alternating years, NATO CMX planning

conferences in order to bring planners to North America. This arrangement is

also an opportunity for more U.S. planners to participate in the conferences

without the time and financial burden of prolonged European travel. To this

end, if the U.S. is invited by NATO International Staff to co-host a planning

conference, the Joint Staff J-7 is prepared to work the arrangements and co-

host a planning conference in the U.S. These conferences could involve up to

225 attendees from over 35 countries.

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Annex E

Appendix C

H-C-E-1 Enclosure H

ANNEX E TO APPENDIX C TO ENCLOSURE H

U.S.-RUSSIAN FEDERATION (U.S.-RF) COOPERATION PROGRAM

NOTE: This program has been temporarily suspended IAW a combined

agreement by the U.S. and RF. However, the information in this annex will be

pertinent should the program resume under CEP control.

1. Background. The U.S.-RF Cooperation is a bi-lateral program begun in

1994 when the U.S. and RF Presidents’ in their Presidential Summit

communiqué agreed that the two sides will conduct a joint exercise of theater

missile defenses and early warning of missile launches. This agreement has

been re-affirmed or expanded during subsequent Presidential Summit

communiqués. OSD (Missile Defense Policy) and Joint Staff J-5

representatives set up the basic agreement with the RF Ministry of Defense

representatives in early 1995. The Joint Staff J-7 was appointed as the lead for

this exercise program in October of 1995. Seminars, exercises and war-game

events are the primary tools available to both sides in developing and

conducting combined events. In 2010, based on an agreement between the

CJCS and the RF General Staff Chief of Staff, the Joint Staff J-7 was assigned

the task of conducting a seminar (tabletop) followed by a war-game dealing

with U.S.-RF WMD interdiction.

2. Scope. The principal focus of these programs is to coordinate, design and

conduct a program of exercises and/or war-game events to support U.S. policy

to forge a more positive security relationship with the RF through increased

military cooperation in areas of mutual security interest. This program also

promotes continued military-to-military dialogue; develops procedures that

enhance the ability of U.S.-RF forces to operate together in future missions;

and refines and validates developed missile defense coordination procedures.

The scope of the program currently includes cooperation in three areas: missile

defense, early warning and WMD.

3. Management and Coordination. The Joint Staff J-7 DD JT CEPD is

responsible for day-to-day staff level coordination for the program. The two

nations (O-6 level Heads of Delegation and their SMEs) are responsible for the

planning for each U.S.-RF seminar, exercise or war-game event. The Heads of

Delegation for the two countries are also the Exercise/Event Directors during

the execution of each U.S.-RF event. Both the U.S. and Russia invite their

general officers (O-7/O-8) to be the Senior Observers for each U.S.-RF event.

4. Annual Exercise Programming Process. The annual U.S.-RF Military Work

Plan signed by the CJCS and the RF Chief of the General Staff provides the

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Annex E

Appendix C

H-C-E-2 Enclosure H

framework for future contact events supporting the development of military

interoperability.

5. Exercise Design, Development, and Conduct. With the approval of the Final

Report from each event, each nation presents its proposal for a concept and the

broad exercise objectives for the next U.S.-RF event.

NOTE: U.S.-RF experts meetings can be conducted approximately once every

quarter with each nation alternating hosting responsibilities. U.S.-RF events

are normally scheduled approximately eighteen months apart with each nation

alternating hosting responsibilities.

6. Lessons Learned. The U.S.-RF observation process is the mechanism for

identifying, analyzing, and addressing issues identified during each event

and/or during preparation (if required). Each side maintains a copy of the final

report for each exercise/event that identifies issues recommended for corrective

action. These recommendations are incorporated into the planning for the next

and/or future U.S.-RF events. As agreed by the U.S. and RF representatives

and due to the sensitive nature of the U.S.-RF bi-lateral program, there will be

no U.S.-RF event issues documented in each country’s formal lesson learned

program.

7. Evaluation Products. An AAR brief provides the initial documentation of the

key issues noted during the U.S.-RF event. A final report agreed to by both

sides is approved and published during the post-event U.S.-RF meeting.

8. Responsibilities. The Joint Staff J-7 as OPR will:

a. Provide the U.S. Head of Delegation and the Coordinator for the

Program.

b. Coordinate resources and provide Joint Staff J-7 budget POM support

for the planning and conduct of the program (including U.S.-only and U.S.-RF

delegation meetings).

c. Oversee the tasks and work performed by the interpretation sources

(government and/or contractor).

d. Participate and support the planning and conduct of U.S.-RF meetings

and events identified in the U.S.-RF Military Work Plan. As a minimum, such

participation will include coordinating support from both the supporting and

supported CCMDs; from the U.S. Army and its commands for missile expertise;

and from Missile Defense Agency/Missile Defense Integration and Operations

Center for simulation requirements and event planning and support.

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Annex E

Appendix C

H-C-E-3 Enclosure H

e. Designate a POC to maintain the latest version of the U.S.-RF Procedures

for Coalition Missile Defense Operations document and the Final Report

documentation of each event for the Program.

9. Master Scenario Events List. The MSEL database and MSEL matrix

displays are the primary tools for planning and executing each U.S.-RF event.

Once changes are briefed to, discussed and approved by both sides’ Heads of

Delegation, acting as the Exercise/Event Directors, they will be published and

disseminated as necessary to reflect agreed-upon changes to future events.

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Annex E

Appendix C

H-C-E-4 Enclosure H

(INTENTIONALLY BLANK)

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Appendix D

H-D-1 Enclosure H

APPENDIX D TO ENCLOSURE H

NATIONAL EXERCISE PROGRAM (NEP)

1. Authority. The NEP is established by title 6, U.S.C., Chapter 2, Subchapter

II, Part A, Section 748(b)(1). The NEP directs the FEMA Administrator, in

coordination with the heads of appropriate Federal agencies, the National

Council on Disability, and the National Advisory Council, shall carry out a NEP

to test and evaluate the national preparedness goal, National Incident

Management System, NRF, and other related plans and strategies (references

as and at).

2. Mission. The NEP serves as the principal exercise mechanism for

examining the preparedness and to measure the readiness of the United States

across the entire homeland security enterprise by designing, coordinating,

conducting, and evaluating a progressive cycle of exercises that rigorously tests

the Nation’s ability to perform missions or functions that prevent, protect,

respond, recover, and mitigate all hazards.

3. Governance. The NEP will be guided by the policy direction and decision-

making provided by the HSC Principals Committee and its subordinate

executive branch committees. These committees will also adjudicate NEP

issues as they arise from the interagency exercise community. Approximately

every 2 years, the HSC Principals Committee will issue the Principal Objectives

that will drive the subsequent NEP cycle. These objectives may change as

operational circumstances dictate. The Domestic Resilience Group will provide

the routine guidance and direction to the NEP. At the operational level, the

Exercise Implementation Committee, chaired by FEMA National Exercise

Division, will be the primary agent for guiding the design, planning, and

execution of each NEP event.

4. Concept of Operations. The NEP will be conducted as a 2-year, progressive

exercise cycle based on an identified set of Principal Objectives and

corresponding general objectives. Based on these objectives, the NEP will

incorporate, to the highest degree possible, existing exercises established by

the Federal interagency and State, local, tribal and territorial governments.

Specifically, each NEP cycle will feature: (1) a series of Federal interagency-

controlled senior-level exercises; and (2) exercises of all types at the State,

local, tribal and territorial levels as well as exercises within the private sector,

non-governmental, and faith based organizations that will be invited to be

incorporated into the NEP schedule. Each NEP cycle will culminate in a

national-level, NEPCE that will include participants from across the homeland

security enterprise.

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Appendix D

H-D-2 Enclosure H

a. NEP Cycle: The inaugural NEP cycle began on 1 January 2013. Each

NEP cycle will be two years in duration. Planning for each NEP cycle will begin

no less than 6 months prior to the commencement of that cycle based on the

new NEP.

b. Objectives and Scenarios: The NEP is objectives-driven and capability-

based, with established Principal Objectives driving the focus and schedule of

each NEP cycle. The HSC Principal’s Committee will set the Principal

Objectives for each cycle. In addition, some of the NEP Principal Objectives

may be required by law or executive orders. In the event that national

priorities change or real-world events compel a mid-course adjustment to the

NEP, the HSC Principal’s Committee may consider modifying the Principal

Objectives to meet preparedness demands in an ever-changing homeland

security environment.

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Appendix E

H-E-1 Enclosure H

APPENDIX E TO ENCLOSURE H

DOD INTERAGENCY TRAINING COORDINATION

1. Background.

a. Integrated and aligned operations between DoD and civilian mission

partners is emphasized in strategic guidance ranging from National Security

and Homeland Security Presidential Directives to the Chairman’s HITIs. This

appendix provides the DoD Interagency Working Group Business Rules to

govern the processes and responsibilities for identifying, requesting, and

tracking civilian mission partner support to training, education, and exercises.

b. The capacity of DoD to plan and conduct training and exercises provides

excellent opportunities for cooperation and collaboration with civilian mission

partners. Consequently DoD training and exercises should be leveraged to

improve USG readiness and to enhance collaboration and alignment that

benefits participating organization’s preparation for operating in complex

environments.

2. Joint Staff J-7 Responsibilities. The Joint Staff J-7 serves as the DoD

coordinator for civilian mission partners’ participation in DoD training and

exercises and for coordination of DoD participation in civilian mission partners’

training and exercises. All participation requests will be collected, collated,

coordinated, and tracked by the Joint Staff J-7. Joint Staff J-7 DD JT CEPD

responsibilities include:

a. Serve as the focal point for DoD entities for civilian mission partners’

participation in their training and exercises.

b. Serve as the focal point for civilian mission partners’ requests for DoD

participation in their training and exercises.

c. Chair the quarterly DoD Interagency Training Coordinator Working

Group.

d. Host an annual IEW to facilitate early training and exercise

collaboration.

e. Standardize the process for prioritizing, collating, requesting, and

tracking participation requests.

f. Serve as proponent for DoD interagency engagement processes.

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Appendix E

H-E-2 Enclosure H

g. Collate, coordinate, and track support requests from DoD and non-DoD

interagency partners.

h. Provide feedback on civilian mission partners’ participation to

requestors and partners as required.

3. Combatant Command (CCMD) Coordination. Regional CCMDs can directly

consult or coordinate with Chiefs of Mission within their AOR to elicit support

from USG agencies assigned to the respective country teams. In-theater

support should be documented in JTIMS to provide full visibility on

interagency exercise support activity to Joint Staff J-7.

4. Documentation. All non-DoD interagency partner training and exercise

participation requests will be documented in JTIMS. The Joint Staff J-7 will

coordinate requests for entities outside the CCMDs’ and Services’ assets, and

AOR counterparts, and report the status using JTIMS.

a. Requestors will enter all civilian mission partners’ requests in JTIMS

including participation from CCMD resources.

(1) Initial entries will be made in JTIMS as soon as requirements are

identified, ideally two years in advance of the exercise execution. Changes will

be made throughout the year as they occur.

(2) Desired participation in JELC events should be specified and the

options for participation (on-site, VTC, Defense Connect Online, email, etc.)

should be identified.

(3) Availability of funds for travel and per diem must be indicated.

(4) Required capabilities, roles, authorities, functions, and scenario

themes, e.g., Humanitarian Assistance/Disaster Relief, Stability Operations,

Rule of Law, etc. for non-DoD interagency partners’ participation should be

clearly defined in the requirements/capability data field as well as in the event

goals and objectives.

(5) Care should be taken, especially in JTIMS “free text” fields, to

ensure classified entries are marked appropriately.

b. The Joint Staff J-7 DD JT CEPD will generate JTIMS Exercise

Opportunity and Participation Reports quarterly, in preparation for the IEW,

and to prepare coordination documents for civilian mission partners and in

established training and exercise venues.

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Appendix E

H-E-3 Enclosure H

c. The Joint Staff J-7 DD JT CEPD will send DoD and civilian partners a

quarterly 90-day projection of requests to ensure changes are noted and to

facilitate tracking.

d. The Joint Staff J-7 DD JT CEPD will document in JTIMS the status of

support requests as disposition is determined and will provide a quarterly

status report.

e. After each supported event, requestors will update JTIMS with the

results of non-DoD interagency partner participation based on METs and TOs.

5. Process Cycle and Conferences. This process (Figure 63) pertains to all

training and exercise requirements involving the participation of non-DoD

interagency partners. Direct interaction by CCMDs with partner entities

resident within their CCMD HQs’ and AOR is not precluded by this process.

Fiscal quarterly process steps are as follows:

a. 1st, 3rd, and 4th Quarters

(1) Joint Staff J-7 provides civilian mission partners with the quarterly

Exercise Opportunity and Participation Report.

(2) Joint Staff J-7 hosts quarterly DoD Interagency Training

Coordinator Working Group secure VTC to provide updates regarding non-DoD

interagency partners’ participation to requestors and to discuss any changes to

civilian partner exercise needs or interests.

b. 2nd Quarter

(1) Joint Staff J-7 provides civilian mission partners with the quarterly

Exercise Opportunity and Participation Report.

(2) The Joint Staff J-7 hosts the annual IEW. Joint Staff J-7 will

receive and review requests from interagency partners for DoD support to their

exercise. The community discusses opportunities and expresses

interest/commitments.

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Appendix E

H-E-4 Enclosure H

Figure 63. Civilian Mission Partner Process Cycle

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Appendix F

H-F-1 Enclosure H

APPENDIX F TO ENCLOSURE H

SIGNIFICANT MILITARY EXERCISE BRIEFS (SMEB)

1. Criteria. Military exercises deemed significant due to location within a

politically sensitive area, size of forces involved, scope, scenario, participants,

visibility, and/or timing require a SMEB. The SMEB process is supported by

JTIMS for both tracking and reporting purposes.

2. Significant Military Exercise Brief Requirements. See references ae and av

for detailed SMEB reporting criteria.

3. Significant Military Exercise Submissions

a. Significant military exercises require submission of a SMEB from the

CCMD to the Joint Staff for NSC concurrence. Once the SMEB has been fully

coordinated at the national level, the Joint Staff J-7 will notify the CCMD of

NSC concurrence.

b. CCMDs shall use the template at Annex A to create their SMEB

Executive Overview. The SMEB Executive Overview is the document used to

notify and coordinate with OSD, DOS, and the NSC. Therefore, care should be

taken to ensure responses are well defined, accurate, and written for an

audience that may be unfamiliar with military terminology. CCMDs will

submit their SMEB Executive Overview to Joint Staff J-7 NLT 50 days before

the established CCD.

c. The CCD is determined by the CCMD and is the last date on which the

exercise can be canceled without a severe impact on political, financial, or force

commitments. The CCD will normally be a date (other than weekends and

holidays) from 7 to 30 days in advance of the employment start date. An

earlier date may be necessary when a long-lead commitment is required for

exercise or host-country planning. CCDs greater than 30 days prior to the

exercise require justification in the Financial Implications section of the SMEB.

d. Final review and concurrence of the exercise is provided by the NSC

staff on behalf of the President of the United States. Joint Staff J-7 will notify

the CCMD of NSC concurrence, conditional concurrence, or non-concurrence.

e. CCMDs will ensure that, with regard to exercises involving U.S. and

foreign forces, the appropriate U.S. embassy is notified before any firm

proposals are made to foreign military officials. This procedure will provide the

DOS an opportunity to assess political ramifications early in the exercise

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Appendix F

H-F-2 Enclosure H

planning. This coordination will be documented in the Cross Boundary

Coordination section of the SMEB.

4. Amendments. CCMDs will report significant changes to SMEBs without

delay to the Joint Staff J-7. CCMDs will also update and save the changes in

JTIMS accordingly. Major changes include exercise scope, dates, type of forces

(Services, Active, Guard/Reserve), force levels, objectives, major combatants,

and foreign participants.

5. Late SMEB Submissions. Late submissions of 10 days or more past the

Joint Staff J-7 due date (see paragraph 3.b.) will require a General/Flag Officer

Letter of Lateness (Annex B) forwarded to the Director, Joint Staff J-7. The

letter (addressed to the Director for Joint Force Development, Joint Staff) will

state a justification for the late submission and a brief outline of steps taken to

preclude further late SMEB submissions.

6. Significant Military Exercise Maintenance in the Joint Training Information

Management System (JTIMS)

a. CCMDs will ensure their exercises are updated in real time in the JTIMS

database. CCMDs are required to keep JTIMS up-to-date on a continuous

basis.

b. Forty-five days prior to the start of the 1st and 3d fiscal quarter, CCMDs

will validate and confirm with the Joint Staff J-7 all scheduled significant

military exercises in JTIMS for the respective quarter plus one full year.

c. In preparation for the regularly scheduled de-confliction conference and

annual WJTC, the Joint Staff will ensure that CCMDs have verified the

accuracy of their exercises submitted in the JTIMS database prior to

attendance.

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Annex A

Appendix F

H-F-A-1 Enclosure H

ANNEX A TO APPENDIX F TO ENCLOSURE H

SIGNIFICANT MILITARY EXERCISE BRIEF (SMEB) EXECUTIVE OVERVIEW

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Annex A

Appendix F

H-F-A-2 Enclosure H

Figure 64. SMEB Executive Overview Template

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Annex B

Appendix F

H-F-B-1 Enclosure H

ANNEX B TO APPENDIX F TO ENCLOSURE H

SIGNIFICANT MILITARY EXERCISE BRIEF (SMEB) LETTER OF LATENESS

To: Joint Staff J-7 Director for Joint Force Development, Pentagon,

Washington, DC 20318-7000

Subj: HQ COMBATANT COMMAND SIGNIFICANT MILITARY EXERCISE BRIEF

(SMEB) - LETTER OF LATENESS

Encl: (1) SMEB – Exercise name; Location; CCD; Execution date

1. (U) USXXXXCOM respectfully submits this Letter of Lateness for the late

submission of the SMEB for (Exercise Name). USXXXCOM clearly understands

that the SMEB process has received close scrutiny from OSD and the NSC due

to multiple late SMEB submissions by the Combatant Commanders. While no

exercises have been canceled or delayed due to a late SMEB submission, last-

minute notifications run counter to PPD-5 and DoD directives.

2. (U) Justification: (Give a justification for the late submission and briefly

outline steps taken to preclude late SMEB submissions in the future).

3. (U) My point of contact is Lieutenant Colonel Joe Exercise, XXX,

USXXXCOM, DSN (XXX) 123-4567, [email protected].

SNUFFY SMITH

MG, U.S. XXXX

Director for Operations

COMMANDER, U.S. XXXCOM

(XXXCOM)

XXXXX, APO AE XXXXX-XXXX

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Annex B

Appendix F

H-F-B-2 Enclosure H

(INTENTIONALLY BLANK)

CJCSM 3500.03E

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I-1 Enclosure I

ENCLOSURE I

REFERENCES

a. CJCSI 3500.01 Series, “Joint Training Policy for the Armed Forces of the

United States”

b. DoD Directive 1322.18, 13 January 2009, “Military Training”

c. CJCSM 3511.01 Series, “Joint Training Resources for the Armed Forces of

the United States”

d. DoD Directive 7730.65, 3 June 2002, “Department of Defense Readiness

Reporting System” certified current as of April 23, 2007

e. CJCSG 3401 Series, “CJCS Guide to the Chairman’s Readiness System”

f. CJCSI 3150.25 Series, “Joint Lessons Learned Program”

g. CJCSM 3150.25 Series, “Joint Lessons Learned Program”

h. Joint Publication 5-0, 11 August 2011, “Joint Operation Planning”

i. CJCSI 3401.01 Series, “Joint Combat Capability Assessment”

j. Joint Staff J-7 Deputy Director Joint Training Joint Training Handbook

2014

k. CJCSM 3122.01 Series, “Joint Operation Planning and Execution System

(JOPES) Volume I: Planning Policies and Procedures”

l. CJCSI 3500.02 Series, “Universal Joint Task List Program”

m. CJCSM 3500.04 Series, “Universal Joint Task Manual”

n. CJCSM 3130.06 Series, “Global Force Management Allocation Policies and

Procedures”

o. DoD Instruction 1322.26, 16 June 2006, “Development, Management, and

Delivery of Distributed Learning”

p. Joint Knowledge Online (NIPRNET) - http://jko.jten.mil (Accessed 6 March

2014)

q. Joint Publication 3-0, 11 August 2011, “Joint Operations”

CJCSM 3500.03E

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I-2 Enclosure I

r. CJCSI 3100.01 Series, “Joint Strategic Planning System”

s. CJCSI 3170.01 Series, “Joint Capabilities Integration and Development

System”

t. CJCSI 5120.02 Series, “Joint Doctrine Development System”

u. CJCSI 1800.01 Series, “Officer Professional Military Education Policy

(OPMEP)”

v. CJCSN 3500.01 Series, “Chairman’s Joint Training Guidance”

w. CJCSI 3010.02 Series, “Guidance for Development and Implementation of

Joint Concepts”

x. Chairman of the Joint Chiefs of Staff Vision for Joint Officer Development,

November 2005

y. DoD Instruction 1300.19, 4 March 2014, “DoD Joint Officer Management

Program”

z. Joint Publication 3-33, 30 July 2012, “Joint Task Force Headquarters”

aa. Joint Staff J-7 DD JT Concept of Operations “Improving Readiness for

Joint Task Force Headquarters”

ab. Joint Doctrine, Education, and Training Electronic Information System,

NIPRNET - https://jdeis.js.mil/jdeis/generic.jsp and SIPRNET -

http://jdeis.js.smil.mil/jdeis/generic.jsp (Accessed 10 February 2014)

ac. Joint Electronic Library, NIPRNET - http://dtic.mil/doctrine/index.html

(Accessed 10 February 2014)

ad. Cyberspace Mission Area Training Portal, SIPRNET -

https://www.stratcom.smil.mil/J7/J74/Webmat%20training/Categories.aspx?

cat=Cyberspace (Accessed 21 March 2014)

ae. DoD Instruction C-5030.44, 12 October 2005, “Significant Military

Exercises and Freedom of Navigation Assertions in Politically Sensitive Areas

(U)”

af. CJCSI 3110.10 Series, “Communications Systems Supplement to the Joint

Strategic Capabilities Plan (JSCP)”

CJCSM 3500.03E

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I-3 Enclosure I

ag. DoD Directive 5530.3, 11 June 1987 (current as of 21 November 2003),

“International Agreements”

ah. CJCSI 2300.01 Series, “International Agreements”

ai. CJCSI 2120.01 Series, “Acquisition and Cross-Servicing Agreements”

aj. CJCSI 6740.01 Series, “Military Telecommunications Agreements and

Arrangements between the United States and Regional Defense Organizations

or Friendly Foreign Nations”

ak. DoD Directive 4715.11, 10 May 2004 (current as of 24 April 2007),

“Environmental and Explosives Safety Management on Operational Ranges

Within the United States”

al. DoD Directive 4715.12, 12 July 2004 (current as of 24 April 2007),

“Environmental and Explosives Safety Management on Operational Ranges

Outside the United States”

am. DoD Directive 6050.7, 31 March 1979 (current as of 5 March 2004),

“Environmental Effects Abroad of Major Department of Defense Actions”

an. National Security Presidential Directive 28, dated 20 June 2003, “United

States Nuclear Weapons Command and Control, Safety, and Security”

ao. DoD Instruction 3000.05, 16 September 2009, “Stability Operations”

ap. DoD Directive 3020.26, 9 January 2009, “Department of Defense

Continuity Programs”

aq. DoD Directive S-5210.81, 8 August 2005, “United States Nuclear Weapons

Command and Control, Safety, and Security (U)”

ar. CJCSI 3280.01 Series, “National Military Command System (NMCS) (U)”

as. Department of Homeland Security, 18 March 2011, “National Exercise

Program”

at. Department of Homeland Security, 12 June 2012, “National Exercise

Program Implementation Plan”

au. CJCSI 3520.02 Series, “Proliferation Security Initiative (PSI) Activity

Program”

av. Presidential Policy Directive (PPD)-5, dated 11 August 2010 (Document

classified Secret, Title classified Confidential)

CJCSM 3500.03E

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I-4 Enclosure I

aw. “DoD Global Force Management Implementation Guidance”

SUPPORTING DOCUMENTS

Secretary of Defense, January 2012, “Sustaining U.S. Global Leadership:

Priorities for 21st Century Defense”

Secretary of Defense, 16 August 2012, “2012 Guidance for Employment of the

Force”

Secretary of Defense, “Defense Planning Guidance”

Chairman of the Joint Chiefs of Staff, 08 February 2011, “The National Military

Strategy of the United States of America”

CJCSM 3500.03E

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GL-1 Glossary

GLOSSARY

PART I -- ABBREVIATIONS AND ACRONYMS

AAR after action review

A/C accreditation/certification

ALD Available to Load Date

AMET Agency Mission-Essential Task

AMETL Agency Mission-Essential Task List

AOR area of responsibility

B2C2WG boards, bureaus, centers, cells, and working groups

BL blended learning

BLTP Blended Learning Training Support Packages

BLTS Blended Learning–Training System

C2 Command and Control

C4 Command, Control, Communications, and Computers

C4AD Command, Control, Communications, and Computers

Assessments Division

C4I Command, Control, Communications, Computers, and

Intelligence

CAX computer assisted exercise

CBI computer-based instruction

CCD critical cancellation date

CCDR Combatant Commander

CCMD Combatant Command

CCW Command and Control Wing

CDR commander

CD-ROM compact disk – read only memory

C-day unnamed day on which a deployment operation begins

CEP Chairman’s Exercise Program

CEPD Chairman’s Exercise Program Division

CE2 Combatant Commanders exercise engagement

CE2T2 Combatant Commanders exercise engagement and training

transformation

CFX command field exercise

CJA Comprehensive Joint Assessment

CJCS Chairman of the Joint Chiefs of Staff

CJCSI Chairman of the Joint Chiefs of Staff Instruction

CJCSM Chairman of the Joint Chiefs of Staff Manual

CJTG Chairman’s Joint Training Guidance

CME/T Crisis Management Element or Team

CMX Crisis Management Exercise

COA courses of action

CONOPS Concept of Operations

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CONPLANs concept plans

CPX command post exercise

CRS Chairman’s readiness system

CSA Combat Support Agency

CSP campaign support plan

CSR Commander’s Summary Report

DCO defensive cyberspace operations

DD JT Deputy Directorate Joint Training

DHS Department of Homeland Security

DJ-7 Director, Joint Staff J-7

DL distributed learning

DLR DoD Level Rehearsal

DoD Department of Defense

DoD CSR DoD Cyber Security Range

DODIN Ops DoD Information Network Operations

DOS Department of State

DOTMLPF-P doctrine, organization, training, materiel, leadership and

education, personnel, facilities, and policy

DPG Defense Planning Guidance

DRRS-S Defense Readiness Reporting System-Strategic

DVD Digital Video Disc

E-Day Exercise Start Date

E&E Sub-IPC Exercise and Evaluation Sub-Interagency Planning

Committee

ENDEX exercise termination

FAAR facilitated after-action review

FCC Functional Combatant Command

FEMA Federal Emergency Management Agency

FORMEX Forming Exercise

FTX Field Training Exercise

FY fiscal year

GCC Geographic Combatant Command

GEF Guidance for Employment of the Force

GFM global force management

GFM-TS global force management-toolset

GSAF Global Situation Awareness Facility

HITI high interest training issues

HITR high interest training requirement

HQ headquarters

HSC Homeland Security Council

HTML hypertext markup language

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HTTP hypertext transfer protocol

IA information assurance

IAW in accordance with

IEW Integration and Exercise Workshop

IGO intergovernmental organizations

IO information operations

IPC Initial Planning Conference

IPO input, process, and output

JAAR Joint After-Action Report

J/AMET joint and/or agency mission-essential tasks

J-6 Joint Staff Director Command, Control, Communications,

Computers, and Cyber and Chief Information Office

J-7 Joint Staff Director Joint Force Development

J/AMETL joint and/or agency mission-essential task list

JC4PC Joint C4 Planners Course

JCCA Joint Combat Capability Assessment

JCIDS Joint Capabilities Integration and Development System

JCRM Joint Capabilities Requirements Manager

JDDS Joint Doctrine Development System

JECC Joint Enabling Capabilities Command

JECG Joint Exercise Control Group

JEL+ joint electronic library+

JELC Joint Event Life Cycle

JEP Joint Exercise Program

JFC Joint Force Coordinator

JFP joint force provider

JFRR Joint Force Readiness Review

JILD joint individual learning database

JIOR Joint Information Operations Range

JKO Joint Knowledge Online

JLLIS Joint Lessons Learned Information System

JLLP Joint Lessons Learned Program

JMD joint manning document

JMEEL joint mission-essential equipment list

JMET joint mission-essential task

JMETL joint mission-essential task list

JMSEL Joint Master Scenario Event List

JNTC Joint National Training Capability

JOPES Joint Operation Planning and Execution System

JOPP Joint Operational Planning Process

JPME Joint Professional Military Education

JPOI joint programs of instruction

JSCP Joint Strategic Capabilities Plan

JTE joint training environment

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JTF joint task force

JTF HQ Joint Task Force Headquarters

JTIMS Joint Training Information Management System

JTP joint training plan

JTS Joint Training System

JTT joint training team

KSAA knowledge, skills, abilities, and attitudes

LNO liaison officer

LVC live, virtual, and constructive

MAGTF Marine Corps Air-Ground Task Force

MAP Mitigation Action Plan

MCTP mission command training program

MECC Military Education Coordination Council

MET mission-essential task

METL mission-essential task list

MOC-TT Maritime Operations Center Training Team

MPC Mid Planning Conference

MRX Mission Rehearsal Exercise

MSEL Master Scenario Event List

MSTP MAGTF staff training program

MTA mission training assessment

NAC North Atlantic Council

NATO North Atlantic Treaty Organization

NCC Naval Component Command

NCR national capital region

NEP National Exercise Program

NEPCE National Exercise Program Capstone Exercise

NFC Numbered Fleet Command

NGB National Guard Bureau

NGO non-governmental organizations

NIPRNET Non-Secure Internet Protocol Router Network

NLT not later than

NMCC National Military Command Center

NMS National Military Strategy

NRF National Response Framework

NSC National Security Council

NSS National Security Strategy

NUWAIX nuclear weapons accident/incident exercise

OCE organization conducting the event

OCONUS outside Continental United States

OP operational task

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OPFOR opposing forces

OPLANs operation plans

OPR office of primary responsibility

OPTEMPO operating tempo

OSD Office of the Secretary of Defense

OSE Organization Scheduling the Event

P partially trained

PE practical exercise

PERSTEMPO personnel tempo

PFG preferred force generation

PME Professional Military Education

POA&M plan of action and milestones

POC point of contact

POM Program Objective Memorandum

PR POSITIVE RESPONSE

PSI Proliferation Security Initiatives

RC reserve component

RFC request for certification

ROM rough order of magnitude

SCP Security Cooperation Plans

SecDef Secretary of Defense

SGST Small Group Scenario Trainer

SIPRNET Secret Internet Protocol Router Network

SITFOR situational forces

SME subject matter experts

SMEB Significant Military Exercise Brief

SOP standard operating procedure

ST strategic task

STAFFEX staff exercise

STARTEX start of exercise

T2 Training Transformation

T trained

TAL Training Audience Leader

T/C/S/O tasks/conditions/standards/organizations

TO training objective

TPA Training Proficiency Assessment

TPE Training Proficiency Evaluation

TPFDD time-phased force and deployment data

TPO task performance observations

TSC theater security cooperation

TTP tactics, techniques, and procedures

TTX tabletop exercise

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U Untrained

UCP Unified Command Plan

UIC unit identification code

UJT universal joint task

UJTL Universal Joint Task List

U.S. United States

U.S-RF U.S.-Russian Federation

USCYBERCOM U.S. Cyber Command

USG U.S. Government

USSOCOM U.S. Special Operations Command

USSTRATCOM U.S. Strategic Command

USTRANSCOM U.S. Transportation Command

VDJ-7 Vice Director, Joint Staff J-7

VTC video teleconference

VTT video tele-training

WFX Warfighter Exercise

WJTC Worldwide Joint Training Conference

WMD Weapons of Mass Destruction

WWW World Wide Web

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PART II – TERMS AND DEFINITIONS

Unless otherwise stated, the terms and definitions contained in this glossary

are for the purposes of this manual only.

after action review -- 1. A process designed by a commander or director to

provide commanders direct feedback on the accomplishment of selected

JMETs, conditions, and standards stated in terms of TOs for the commander to

evaluate training proficiency. 2. An analytical review of training events that

enables the training audience, through a facilitated professional discussion, to

examine actions and results during a training event. Also called AAR.

agency mission-essential task list (AMETL) -- A list of AMETs selected by an

agency director to accomplish an assigned or anticipated mission that includes

associated tasks, conditions, and standards and requires the identification of

command-linked and supporting tasks. Also called AMETL.

Chairman’s Exercise Program -- Exercises scheduled and sponsored by the

Chairman of the Joint Chiefs of Staff that examine plans, policies, and

procedures under a variety of crisis situations. These strategic-national level

joint exercises are intended to improve the readiness of U.S. Forces to perform

joint operations, and as appropriate, to integrate non-DoD and interagency

partners to improve overall United States Government readiness. Also called

CEP.

Civilian Mission Partner -- Other USG agencies, NGOs, and IOs

collective joint training -- Instruction and applied exercises that prepare

organizational teams within joint forces to integrate and synchronize owned

and provided capabilities to execute assigned missions. (CJCSI 3500.01)

command-linked tasks -- Discrete activities or actions designated by a joint

force commander or identified by the lead federal agency that must be

performed by commands and CSA outside the command or directive authority

of the joint force, if the joint force is to successfully perform its missions.

(CJCSI 3500.01)

common training -- Training that is not unique to a particular DoD

Component; training that has no special distinction or quality to an individual

DoD Component and is widely required. (CJCSI 3500.01)

exercise -- A military maneuver or simulated wartime operation involving

planning, preparation, and execution that is carried out for the purpose of

training and evaluation. (JP 3-34)

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exercise objective -- Specific statement of purpose, guidance, and/or direction

for an exercise. (CJCSI 3500.01)

global force management -- A process that aligns force apportionment,

assignment, and allocation methodologies in support of the National Defense

Strategy and Joint Force availability requirements. (GFMIG)

Global Force Management-Toolset -- An analytical mission application that

brings together authoritative force management data from Service and Joint

systems, providing GFM analytical users with timely and accurate current and

archived information on the availability and readiness of U.S. forces. GFM-TS

also provides on-line management of mission risk and sourcing risk

assessments supporting Joint Individual Augmentation sourcing.

high interest training issue -- An un-prioritized list of special interest broad

mission areas or operational capabilities selected and published annually by

the Chairman of the Joint Chiefs of Staff to ensure visibility by the CCMDs and

CSA in developing their JTPs. Also called HITIs. (CJCSI 3500.01)

high interest training requirement -- CCDR designated training requirements

that require joint resources and training focus from JFPs to achieve desired

readiness to support CCDR mission capability requirements. Also called HITR.

(CJCSI 3500.01)

individual joint training -- Training that prepares individuals to perform duties

in joint organizations (e.g., specific staff positions or functions) or to operate

uniquely joint systems. Individual staff training ensures that individuals

know, are proficient in, and have the joint competencies and skills to apply

joint doctrine and procedures necessary to function as staff members. (CJCSI

3500.01)

interagency training -- Training of individuals, units, and staffs considered

necessary to execute their assigned or anticipated missions in support of

interagency operations. (CJCSI 3500.01)

interoperability -- The ability to operate in synergy in the execution of assigned

tasks. (JP 1-02)

Joint Capabilities Requirements Manager (JCRM) -- The DoD program of record

and database for all CCDR operational force requirements. It is used for

registering, staffing, and recording CCDR rotational and emergent unit and

capability-based force requirements. (CJCSM 3130.06)

joint event life cycle -- Describes the design, planning, preparation, execution,

and evaluation and reporting stages required to execute successfully a discrete

training event. Also called JELC. (CJCSI 3500.01)

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joint exercise -- A joint military maneuver, simulated wartime operation, or

other Chairman of the Joint Chiefs of Staff- or CCDR-designated event

involving joint planning, preparation, execution, and evaluation. (CJCSI

3500.01)

Joint Exercise Program (JEP) -- The JEP is a principal means for CCDRs to

maintain trained and ready forces, exercise their contingency plans, and

support their campaign plan engagement activities. CCDR designated JEP

events train to both mission capability requirements described in the command

JMETL, as well as support theater and/or global/world-wide security

cooperation requirements as directed in theater or campaign plan. CCDR

designated JEP events include CCMD Service component, joint, and

multinational training events. JNTC-accredited Service and USSOCOM

training program events are included within the JEP. Also called JEP.

joint force -- A general term applied to a force composed of significant elements,

assigned or attached, of two or more Military Departments operating under a

single joint force commander. (JP 3-0)

Joint Force Coordinator (JFC) -- The Joint Staff J-35 Vice Deputy Director for

Regional Operations and Force Management is the JFC and has the following

duties:

a. Coordinating staffing of all force requirements among the JFPs.

b. Consolidating all execution and contingency sourcing recommendations

from the JFPs.

c. Staffing draft GFM Allocation Plan Annexes A-D with all CCDRs,

Secretaries of Military Departments, and affected DoD Agencies.

d. Performing the duties of JFP, as specified in reference aw, for all

conventional force requirements. Responsible for coordinating with the force

providers and CCMDs to identify and recommend, from all conventional forces

across the globe, the most appropriate and responsive force or capability to

meet validated force and joint individual augmentee requirements. The JFC is

also responsible for drafting GFM Allocation Plan Annexes A and D.

e. Providing policy, processes, and enabling technologies for the GFM

allocation process. Also called JFC. (CJCSM 3130.06)

joint force headquarters -- A staff organization operating under a flag officer

with a joint C2 element to conduct military operations or support to a specific

situation. Also called JFHQ. (Derived from JP 3-33)

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joint force providers (JFPs) -- Organizations responsible for recommending to

the Joint Chiefs of Staff trained and ready capabilities and forces for allocation

by the Secretary of Defense to support CCMD requirements. The JFP will be

assigned by the Joint Staff to develop and submit a sourcing recommendation

in response to a validated capability or force requirement. The JFP

responsibilities should be considered overall management of conventional,

special operations or mobility forces but may or may not include being the

force provider for a particular requirement. The actual Force Provider is the

CCDR or Secretary of a Military Department assigned to provide forces by the

Secretary of Defense via a Chairman of the Joint Chiefs of Staff deployment

order. Also called JFP. (CJCSM 3130.06)

joint learning continuum -- A coordinated progression of integrated and

disciplined processes and events that qualifies DoD personnel to defined

performance standards through education, training, self-development, and

experience to inculcate habits of mind, skills, abilities, and values. (CJCSI

3500.01)

joint mission-essential task (JMET) -- A mission task selected by a joint force

commander deemed essential to mission accomplishment and defined using

the common language of the UJTL in terms of task, condition, and standard.

Also called JMET. (JP 1-02)

joint mission-essential task list (JMETL) -- A list of JMETs selected by a

commander to accomplish an assigned or anticipated mission that includes

associated tasks, conditions, and standards and requires the identification of

command-linked and supporting tasks. Also called JMETL. (CJCSI 3500.01)

joint readiness -- The CCDR’s ability to integrate and synchronize ready

combat and support forces to execute his or her assigned missions. (JP 1-02)

joint training -- Training, including mission rehearsals, of individuals, units,

and staffs using joint doctrine or TTP to prepare joint forces or joint staffs to

respond to strategic, operational, or tactical requirements considered necessary

by the CCDRs to execute their assigned or anticipated missions. (CJCSI

3500.01)

joint training audience -- An individual, staff element, staff or joint command

that performs a particular joint task or set of joint tasks. (CJCSI 3500.01)

joint training objective -- A statement that describes the desired outcome of a

joint training activity in terms of performance, training situation, and level of

performance for a specified training audience. TOs are derived from JMETs,

conditions, and standards and based on joint doctrine, commander’s guidance,

and organizational standing operating procedures. (CJCSI 3500.01)

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joint training plan -- A plan developed and updated annually by each joint

commander that documents the execution level implementation of the joint

training strategy for training assigned forces (training audience) in joint

doctrine to accomplish the mission requirements over the selected training

period. Also called JTP. (CJCSI 3500.01)

Logbook -- A collaborative staffing capability that enables JFCs and Force

Providers to manage force and capability sourcing efforts, to include recording,

editing, and tracking all documentation associated with processing of force

requests. (CJCSM 3130.06)

military training -- 1. The instruction of personnel to enhance their capacity to

perform specific military functions and tasks. 2. The exercise of one or more

military units conducted to enhance their combat readiness. (JP 1-02)

mission training assessment -- A commander’s subjective assessment of the

organization’s demonstrated proficiency for each mission based on TPAs and

subordinate and supporting organizations’ MTAs for the J/AMETs comprising

that mission. Also called MTA. (CJCSI 3500.01)

multinational exercise -- An exercise containing one or more non-U.S.

participating force(s). See also exercise. (JP 1-02)

multinational training -- Training of individuals, units, and staffs considered

necessary to execute their assigned or anticipated missions in support of

multinational operations, including coalition operations. (CJCSI 3500.01)

National Exercise Program (NEP) -- The NEP is a top-down driven exercise

framework under the leadership of the White House that is the basis for

coordination of federal exercises across all departments and agencies of the

federal government. Also called NEP.

office of collateral responsibility -- Includes all the organization, usually staff

elements, that should be kept informed or coordinated on a JMET. Also called

OCR.

office of primary responsibility -- The single staff element with overall staff

responsibility for managing a JMET on behalf of the commander. Also called

OPR.

preferred force generation -- An automated capability for planners to rapidly

and accurately identify and select “unit based” “preferred forces” for

operational plans in order to optimize employment, sustainment and

transportation planning; improve feasibility and risk assessments to better

inform command IPR processes. Also called PFG.

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GL-12 Glossary

Service training -- Military training based on Service policy and doctrine to

prepare individuals and interoperable units. Service training includes basic,

technical, and operational training in response to operational requirements

deemed necessary by the CCMDs to execute assigned missions. (CJCSI

3500.01)

staff task -- Staff tasks are performed by the organization’s internal staff

elements. These tasks should strongly connect to the mission – they should

not be routine activities, such as keeping the facility clean, maintaining

computers, conducting training (unless one of these is the organization’s

mission), etc.

subordinate unit task -- Subordinate unit tasks are performed by organizations

in the J/AMETL owner’s chain of command. For ongoing operations, these will

be assigned forces, such as in place forces or existing JTFs or components. For

planned or assigned named operations, these will be a mix of assigned or

allocated, organizations and units, joint and/or Service. These subordinate

unit tasks, along with a complete and clear higher mission statement and

command guidance, provide direction and focus for subordinate mission

preparations.

supporting task -- Specific activities that contribute to accomplishment of a

JMET. See also staff tasks, subordinate unit tasks, command-linked tasks.

(CJCSI 3500.01)

task performance observation -- The raw observed performance data of the

training audience performing a task in the training environment established as

the training situation in the training objective. Also called TPO. (CJCSI

3500.01)

training -- Instruction and applied exercises for acquiring and retaining skills,

knowledge, and attitudes required to complete specific tasks.

training assessment -- An analytical process used by commanders to determine

an organization’s current levels of training proficiency on METs that also

supports cumulative assessments of overall joint readiness. (CJCSI 3500.01)

Training Audience Leader -- A training audience leader is a specifically

designated organizational representative responsible to prepare and train

personnel to execute staff operations to meet JMETL capability requirements.

A training audience leader can be a director, but is typically O-6 level, e.g.

division chief, and is the primary trainer for a training audience. Also called

TAL.

training evaluation -- The process used to measure the demonstrated ability of

the training audience to accomplish specified TOs. (CJCSI 3500.01)

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GL-13 Glossary

training event -- Training events are distinguished from exercises. A training

event focuses primarily on improving individual or collective ability to perform.

An exercise focuses primarily on evaluating capability, or an element of

capability (such as a plan or policy).

training proficiency assessment -- An assessment of the organization’s training

status for each J/AMET relative to the task standards and associated

conditions. Derived from the primary trainer’s subjective assessment of an

organization by comparing collective TPEs and other training inputs over time

against JMETs, conditions, and standards. Also called TPA. (CJCSI 3500.01)

training proficiency evaluation -- An objective evaluation of the training

audience’s observed performance in the training event against the objective

standards of performance specified in the training objective(s) level of

performance description. Also called TPE. (CJCSI 3500.01)

transmedia storytelling -- A technique of telling a single story or story

experience across multiple platforms and formats using digital technologies. It

involves creating content that engages the audience using various techniques

to deliver unique pieces of content. These pieces of content are linked together

and in narrative synchronization with each other. Transmedia storytelling

allows the educator the ability to lead students to think critically, identify with

the material and gain knowledge.

war game -- A simulation, by whatever means, of a military operation involving

two or more OPFOR, using rules, data, and procedures designed to depict an

actual or assumed real-world situation. (CJCSI 3500.01)

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