ADDP 7.0

DOCTRINE AND TRAINING SERIES

ADDP 7.0

TRAININGAustralian Defence Doctrine Publication (ADDP) 7.0—Training, is issued for use by the Au stralian Defence F orce and is effective forthwi th. Thi s publication supersedes ADDP 7.0, edition 1.

D.J. HURLEY, AC, DSCGeneralChief of the Defence Force

Department of DefenceCanberra ACT 2600

19 September 2011

Edition 2

© Commonwealth of Australia 2011

This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be rep roduced by any process withou t prior written permission from the Australian Government Department of Defence.

Announcement statement—may be announced to the public.

Secondary release—may be released to the public.

All De fence i nformation, wh ether cl assified or n ot, is pro tected from unauthorised d isclosure u nder the Crimes Act 1914. Defenc e information may only be released in accordance with the Defence Security Manual and/or Defence Instruction (General) OPS 13–4—Release of Classified Defence Information to Other Countries, as appropriate.

ADDP 7.0First edition 2006Second edition 2011

Sponsor Vice Chief of the Defence Force

Developer Commanding OfficerJoint Warfare Doctrine and Training CentreWILLIAMTOWN NSW 2314

Publisher Defence Publishing ServiceDepartment of DefenceCANBERRA ACT 2600

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FOREWORD1. ADDP a nd Australian Defen ce F orce Publications (ADF P) are authorised joint doctrine for the guidance of Australian Defence Force (ADF) operations. ADDP are pitched at the philosophical and high-application level, and ADFP at the application and procedural level. Policy is p rescriptive as represented by Defence Instructions, and has legal standing. Doctrine is not policy and does not have legal standing, however, i t provides authoritative and proven guidance, which can be adapted to suit each unique situation.

2. To meet Australia’s security requirements, the Defence organisation depends on th e skills of its people. The Australian Defence F orce (ADF) is internationally recognised for the skills and professionalism of its members, achieved through the ADF’s highly effective systems of training.

3. The aim o f this publication is to de scribe the principles, models and systems that provide the basis for ADF training. They are designed to provide commanders, managers a nd sup ervisors with a de scription of how they should conduct training within their own areas of responsibility.

4. Chapter 1 detail s the sco pe of the pu blication with sub sequent chapters describ ing ADF train ing based on a princi ple and, syste matic approach to prepare for operations. The primary objective of ADF training is to provid e a capa bility advan tage over p otential adversaries, throug h the superior ind ividual and orga nisational knowledge, skills and atti tudes of its workforce. Other important objectives include the efficient and accountable use of Defence resou rces, wo rkforce attraction an d retention , compl iance with legislation, targeted in ternational and other external engagement, and the effective resettlement of ADF members.

5. Principal related doctrine publications are:

Australian Defence Doctrine Publication (ADDP)–D—Foundations of Australian Military Doctrine;

ADDP 00.2—Preparedness and Mobilisation;

ADDP 00.3—Multinational Operations;

ADDP 00.4—Operational Evaluation;

ADDP 3.0—Campaigns and Operations;

Australian D efence F orce P ublication (AD FP) 3 .0.3—Mounting Operations;

ADFP 7.0.2—The Defence Training Model;

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ADFP 7.0.3—Exercise Planning and Conduct;

Defence Capability Development Manual;

Defence Strategic Workforce Plan 2010–2020;

Defence Workforce Development Framework;

Defence Instruction (General) PERS 5–29—Use of the National Skills Framework in Defence Vocational and Technical Education;

Occupational Health and Safety Act 1991; and

Environment Protection and Biodiversity Conservation Act 1999.

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AMENDMENT CERTIFICATEProposals for amendment of ADDP 7.0 may be sent by Minute or Email to:

SO1 DoctrineJoint Warfare, Doctrine and Training CentreRAAF BaseWILLIAMTOWN NSW 2314SO1Doctrine.jwdtc@defence.gov.au

DOCTRINE PUBLICATION HIERARCHY 5

The hi erarchy of ADDP an d ADFP and the latest el ectronic version of all ADDP and ADFP are available on:

DRN located at: http://intranet.defence.gov.au/vcdf/sites/jwdtc/; andDSN located at: http://web.wlm.nnw.dsn.defence.mil.au/jwdtc/.

Amendment Effected

Number Date Signature Date

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ADDP 7.0

CONTENTSPage

Foreword iiiAmendment Certificate vContents viiList of Figures ix

Paragraph

CHAPTER 1 INTRODUCTION

General 1.1Scope 1.2Components and outcomes 1.4Integration of individual and collective training 1.10Training cycles 1.13

CHAPTER 2 PRINCIPLES

Introduction 2.1Principles of Australian Defence Force training 2.3

CHAPTER 3 GOVERNANCE

Introduction 3.1Strategic relevance 3.5Training governance responsibilities 3.8Other training governance stakeholders 3.16Command responsibility 3.19Defence committees 3.22

CHAPTER 4 SYSTEMS

Introduction 4.1Defence Training Model 4.4Capability Systems Life Cycle 4.7Preparedness Management System 4.11Integrated Training Cycle 4.13Collective training 4.17Individual training 4.19

CHAPTER 5 TRAINING CONTEXT

Introduction 5.1Whole–of–Government approach 5.4Whole–of–Defence approach 5.6Australian Defence Force approach to warfare 5.7

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Train as you operate 5.12Training considerations 5.14

CHAPTER 6 INNOVATION AND TECHNOLOGY

Introduction 6.1Innovation 6.3Simulation 6.5Flexible learning 6.10

Glossary

Abbreviations

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LIST OF FIGURESFigure Title Page

1–1 Army Black Hawks provide air mobility during Ex HAMEL 2010 1–3

2–1 F/A–18 Hornet pilots conversion course training to conduct air-to-air refuelling 2–3

4–1 Defence Training Model 4–24–2 Phases of the Capability Systems Life Cycle 4–34–3 Capability Systems Life cycle and the Defence

Training Model 4–44–4 Preparedness Management System 4–64–5 Integrated training cycle 4–74–6 A rifle company practises a beach recovery 4–9

5–1 Service and civilian specialists training together 5–25–2 Five Power Defence Arrangement members

conduct operational planning 5–45–3 Special Air Service Regiment candidate undergoing

high ropes training 5–55–4 Soldiers parachute into the Shoalwater Bay Training

Area 5–65–5 End of Australian Defence Force training exercise 5–9

6–1 A civilian contractor controls the radar threat simulators 6–46–2 Undergoing simulation training prior to deployment 6–5

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CHAPTER 1

INTRODUCTION 1

General 1.1

1.1 The Australian Defence Fo rce (ADF) trains individuals and the force element (FE) to de velop the know ledge, skil ls a nd attitudes tha t enable Australia to cond uct su ccessful mi litary ope rations. Th e ADF fol lows a systematic approach to training that focuses on dev eloping military capabilities that align with Government direction and strategic guidance.

Scope 1.2

1.2 The focus of this pub lication is ADF training in prepa ration fo r operational dep loyment. Training, education and professio nal development for military members are complementary learning activities that contribute to the achi evement o f professional mast ery. T he d istinction between these activities is often blurred and there wi ll be occasions when they are be ing achieved co ncurrently. In formation rela ting to military education and professional mi litary development is available from the Australi an Defence College and training and education authorities within Defence.

Executive summary

• The Australian Defence Force (ADF) follows a systems approach to training that focuses on developing military capabilities that align with Government direction and strategic guidance.

• ADF train ing responds to the needs of De fence ca pabilities, preparedness requ irements and mission specific ope rational requirements.

• Individual an d col lective train ing activities a re integ rated e lements within a single training continuum.

• Training cycles ge nerally al low for force e lements (F E) to progressively build to a directed level of capability, maintain that level for a certa in peri od of time, dep loy on ope rations as requ ired, undergo reconstitution or regeneration, and recommence the cycle.

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1.3 The scope of Australian Defence Doctrine Publication 7.0—Training is as follows:

• Chapter 1—‘Introduction’ introduces the publication, the components of ADF training and nature of training in the ADF.

• Chapter 2—‘Principles’ introduces the principles of ADF training.

• Chapter 3—‘Governance’ describ es the h igher leve l role s and responsibilities for directing, commanding and managing training, and discusses training governance considerations.

• Chapter 4—‘Systems’ discusses the systems approach to training and describes ADF train ing in terms of the De fence Training Mode l, Defence Capa bility Su pport Li fe Cycle, Prepare dness Man agement System and the integrated ADF training cycle.

• Chapter 5—‘Training Context’ discusses the training context, focusing on a whol e-of-Defence app roach, train as you ope rate, and other considerations which impact on ADF training.

• Chapter 6—‘Innovation an d T echnology’ discusses innovative approaches to training, training technology and simulation.

Components and outcomes 1.4

1.4 ADF training components. ADF tra ining consists of indi vidual and collective train ing in re adiness for ope rational prep aredness an d mission specific acti vities. T here is a progression from ge neric mili tary foun dation training to specific operational training as the individual or FE becomes more skilled. No t all i ndividuals who comple te fo undation o r even prepa redness training participate in mission specific training or operations. Training in the ADF is on an as-required basis to avoid redundancy in skills.

1.5 Foundation training. F oundation training i s that b lend of train ing which develops an individual as well as the col lective body of personnel to essentially achieve mission objectives. Foundation training may encompass a range of activities which develops an individual and the collective body to respond to situations in an operational environment when time frames are short and demanding.

1.6 Coupled with the need for ind ividual readiness for ope rations, minor and major equ ipment is expen sive to pro cure and sustain throug hout its in-service life. Defence capability (people and equipment) is supported by a training system that includes a range of military tasks to be performed by individuals and groups.

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1.7 Preparedness training. Defence capabilities (people and equipment) undertake a rang e of op erations. The ADF’s p reparedness man agement system determines the training to be resourced and undertaken within a training cycle. This training ensures FE are trained to respond to contingencies i n a ccordance with directed readiness l evels. Prepa redness training req uirements may chan ge from one train ing cycle to the ne xt in accordance with security assessments.

1.8 Figure 1–1 depicts a scene from Exercise H AMEL 2010, which was the first foundation and preparedness training exercise conducted by newly formed Army Forces Command comprisi ng ab out 85 pe r cent of the Australian Army. The exercise culminated in a live-fire brigade attack which involved engineers, infantry, artillery, armour and aviation force elements with logistic support. The historical example at the end of thi s chapter provides background to the development of exercise planning and training to ensure success during an operation.

Figure 1–1: Army Black Hawks provide air mobility during Ex HAMEL 2010

1.9 Mission specific training. At the height of ADF preparedness is that training for i ndividuals and FE to b e read y fo r and successfully execu te operations in a specified th eatre. Mi ssion spe cific trai ning (MST ) is onl y undertaken by FE assig ned to an operation and is focussed o n the unique operational circumstances found in the specified operational theatre.

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Integration of individual and collective training 1.10

1.10 While individual and collective training have traditionally been thought of a s sepa rate activities, it i s more accu rate to see th em as i ntegrated elements within a single training continuum. Individual and collective training requirements are derived from the same sources and in practice are activities that have a common purpose—the preparation of FE for operations.

1.11 Individual train ing focuses on the knowledge, ski lls and attitudes needed to perform a specific role. In dividual traini ng also anticipates and complements an in dividual’s ca reer de velopment path. Collective training focuses on the combined ski lls and knowledge a F E may need to perform directed tasks.

1.12 Individual and collective training are discussed further in chapter 4.

Training cycles 1.13

1.13 ADF traini ng is a cycl ical proce ss. Consid erations such as caree r development, equipment servicing, resource limitations and operational force rotations determine ADF training programs. Training cycles generally allow for FE to progressively build to a directed level of capability (DLOC), maintain that l evel for a ce rtain p eriod of time , dep loy o n o perations as required, undergo reconstitution or regeneration, and recommence the cycle.

1.14 The duration of a training cycle for each FE will be influenced by strategic a nd fina ncial guid ance, op erational req uirements, prep aredness requirements, care er mana gement requirements, op erating cost management, and the perishability of knowledge and skills. It is fundamental that trai ning cycles are pred icated on the condu ct of timely, relevant and resourced activities.

1.15 In ge neral, F E traini ng cycles are based on a two-yea r peri od, in accordance with Defence Planning Guidance (reviewed annually), Quarterly Strategic Revie ws, Chie f of the De fence F orce Prep aredness Di rectives (CPD) (issued annually), Join t Op erations Comman d Operational Preparedness Req uirements (JOC OP R) (issued ann ually), the Defence International Engagement Program and the annual Defence budget process.

1.16 Integrated training cycles are generally constructed in four phases:

• Phase 1—Force generation. This phase inclu des the i nitial generation of forces as p art of a ne w ca pability or mobilisation program. The focus will be on capability foundation tasks.

• Phase 2—Preparedness training. This phase focuses on the training of FE to their DLOC in accordance with the CPD and JOC OPR.

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• Phase 3—Deployment/Readiness. Units entering this phase have achieved their DL OC an d progre ss to their op erational leve l of capability by completing MST.

• Phase 4—Reconstitution. This phase follows a period of operational deployment o r sustained read iness. T he training focus wi ll b e on individual and small team training.

HISTORICAL EXAMPLE—MISSION SPECIFIC TRAINING BATTLE OF LE HAMEL, 4TH JULY 1918

Lieutenant Ge neral John Monas h assumed command o f the Australian Co rps in mid-1 918, follo wing an e xtended p eriod of largely unp roductive trench warfar e by the Co rps on the Western Front, characterised by poor coordination between fighting units and their supporting arms and services, ineffective or even an absence of planning, training and rehearsals and poorly defined objectives in the assault. The Corps’ first major operation under Monash was an attack on a se ction of the German line which bulged out in a small salient area aroun d th e villa ge of Le Ha mel, north-east of Villers-Bretonneux.

Monash, an engineer in ci vilian li fe, wa s determin ed to take advantage of new technology available to him to break through the German line. His i nnovative pl an i nvolved the coordinated use of aircraft, tanks, artillery and infantry in combin ed arms ma noeuvre. Monash and his staff meticulously planned the attack and conducted extensive briefin gs. A cri tical ele ment of Mona sh’s plan was the conduct of mission speci fic trai ning in the days l eading up to the battle, that allowed the infantry and armour to develop and practise tactics for the a ttack a nd establish mutua l trust an d confidence. Monash ha d a p articular a ppreciation for the b enefits of tra ining, having earlier in the war written a pamphlet ‘100 Hints for Company Commanders’ wh ich be came a hea vily utili sed basi c training document.

As a result of the mission specific p reparations instigated b y Monash, the Battle o f L e Ha mel, fo ught o n 4 Ju ly 191 8, was a brilliant success. “All o ver in 93 minutes...the perfection of teamwork”, Mo nash noted in hi s di ary. This result was in stark contrast to previ ous ba ttles u sing co nventional tactics, w here the fighting cou ld have lasted for weeks or months with much h igher casualty rates. The tactics employed at Le Hamel were the precursor of modern joint and combined arms manoeuvre.

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CHAPTER 2

PRINCIPLES 2

Introduction 2.1

2.1 Australian Defence Force (ADF) training is a principles-based activity. It is not appropriate to be overly prescriptive when ADF training involves such a diverse training audience preparing for operations in significantly different environmental domains and employing substantially different major systems. Rather, ADF training is guided by a set of principles that ensure all training is coherent, consistent, aligned to strategic guidance and makes effective and efficient use of resources. Chapter 3—‘Governance’ detai ls the strategi c guidance and publications which drive the principles of ADF training.

2.2 The principles of ADF training are intended to provide useful guidance that is applicable to a rang e of tra ining circumsta nces. The rela tive significance of each principle may vary from one situation to the next, and in some cases one or more of the principles may not be relevant.

Executive summary

• Australian Defence Force (ADF ) training is gui ded by a set of principles that ensure all train ing is coherent, consistent, aligned to strategic gu idance and makes effe ctive and efficien t use of resources.

• The principles of ADF training are:

– Training is a command responsibility.

– Apply a systems approach to training.

– Assure quality and continuously improve.

– Integrate individual and collective training.

– Train as you operate.

– Maintain strategic relevance.

– Recognise the human dimension of training.

– Adopt a whole-of-Defence approach.

– Innovate and exploit technology.

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Principles of Australian Defence Force training 2.3

2.3 Training is a command responsibility. Leaders, commanders and managers at every leve l are responsible for ensu ring th at subordinates undertake the training required to equip them to perform their roles and tasks, in order to ensure that their subordinates have the individual and collective skills required to achie ve their mission. Command responsibility extends to accessing the resources needed to meet training requirements and managing risk associated with shortfalls in resources. Senior commanders are expected to p rovide resou rces th at are adequate to me et priority AD F training requirements, particul arly fo r mission speci fic train ing (MST), and commanders are required to use these resources in accordance with directed priorities.

2.4 Apply a systems approach to training. The Defence Training Model (DTM) defines a systems appro ach to ADF trai ning, incl uding common terminology, processes, methods, and continuous improvement regimes. The systems approach ensures that tra ining develops the knowledge, skills and attitudes required for Defence capability. In addition, training priorities, plans, and resource all ocations are lin ked to Defence strategy, sp ecific capability systems, workforce plans, legislat ed or directed requ irements, and a multiplicity of in itiatives and proj ects. The DTM is describe d in Austra lian Defence Force Publication (ADFP) 7.0.2—The Defence Training Model.

2.5 Assure quality and continuously improve. The ADF ap plies continuous improvement and quality assurance processes to activities and systems including, as appro priate, nat ional qua lity framew orks, eval uation benchmarking aga inst interna l, n ational and international stand ards. Continuous improvement is an integral component of the DTM.

2.6 Integrate individual and collective training. In dividual training focuses o n th e know ledge, ski lls and attitud es th at indi viduals nee d to perform a job role . Collective training focuses on th e knowledge and skills force elements (FE) need to perform directed tasks. Together they contribute to a single training continuum that prepares the ADF to perform operational tasks. In dividuals a cquire kn owledge a nd skil ls as they move b etween individual and co llective train ing a ctivities. T imely con firmation and reinforcement of what has b een learned in an individual training situation is required in a collective training situation; therefore, the two need to be closely integrated. F or example , Exercise High Sierra represe nts the fin al three weeks of the F/A–18 Operational Conversion Course, which converts fighter pilots from the Hawk Mk127 Lead-in-Fighter aircraft to the F/A–18 Hornet and enables pi lots to practise a ir-to-surface weap ons train ing and associated skills in a collective environment prior to graduation (see figure 2–1).

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Figure 2–1: F/A–18 Hornet pilots conversion course training to conduct air-to-air refuelling

2.7 Train as you operate. At appropriate sta ges in a tra ining cycl e, training activities should replicate or simulate operational circumstances and environments a s rea listically as possible. Training situa tions shou ld be challenging, complex, ambi guous and unpre dictable. Thi s w ill e nsure the application of knowledge and skills to the performance standard required on operations has been achi eved. Safety and resou rce limitatio ns gen erally mean tha t tra ining canno t be conducted in every poten tial opera tional circumstance; therefore, commanders need to optimise training opportunities by selecting challenging scenarios that are representative. Simulation can be used to enhance re alism in train ing. Whe re appropriate, training should involve joint, multinational and multi-agency participants.

2.8 Maintain strategic relevance. All ADF tra ining is derived from strategic guidance and is focused on the operational tasks that flow from that guidance. Fundamental ta sks are derived from what is needed to support Defence capabilities, and are documented in Australian Joint Essential Tasks and single Service task lists. Preparedness directives provide FE with training priorities in rel ation to the ir assigne d ope rational preparedness ob jectives. Forces assigned to operations receive further direction regarding MST.

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2.9 Recognise the human dimension of training. The ADF recognises that training is a human pursuit that needs to be conducted safely, ethically and equitably. The ADF supports a learning culture that reflects the following characteristics:

• Defence valu es of p rofessionalism, loya lty, i ntegrity, courage, innovation and teamwork;

• Respect for individuals, needs and preferences;

• Mutual resp ect o f p eople’s di versity a nd a n envi ronment fre e from bullying and harassment;

• Compassion and in clusivity b ut wi th the ability to u se l ethal force, when and if required;

• Leadership capabilities in trainers, who mentor, instruct and cultivate good relationship to achieve ADF training standards; and

• Technically compe tent tra iners w ho co ntinuously i mprove thei r performance.

2.10 Adopt a whole-of-Defence approach. The ADF ad opts a whole-of-Defence ap proach to train ing, subj ect to mee ting the spe cific requirements of command ers. Where more than one Servi ce has a simila r training requirement, Defence po licy is to rationalise the delivery of training under one lead Service or a Joint Training Authority (eg Australian Defence College). This approach enables training infrastructure and resources to be rationalised, to provide more efficient and consistent training. Where training is aimed at ski lls needed for joint activity, the re sponsibility for provi sion is assigned to a joint training authority. Where appropriate the ADF will provide integrated training for ADF and Australian Public Service personnel, as well as for personnel from other Government departments as appropriate.

2.11 Innovate and exploit technology. The ADF pursues innovation and exploits technology to optimise its trai ning. The ADF aims to be a leader in training, through a research-based approach to the integration of innovative practices and se lected p roven techn ology. Emph asis is p laced on those technologies that enhance flexible and effective training delivery options, and on si mulation applications that offer advantages in safety, flexib ility, cost, rapid deve lopment, and accele rated l earning. The ADF exp loits train ing technology support from commercial service providers when appropriate.

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CHAPTER 3

GOVERNANCE 3

Introduction 3.1

3.1 ADF training i s mana ged to e nsure that cap ability is g enerated, prepared for operational contingencies and specific operations in accordance with strategic guidance. The Service Chi efs are responsible for conducting the ma jority of ADF train ing as part of th eir rai se, trai n and susta in (RTS) functions. They and other commanders share the responsibility inherent in command for ensuring that training is strategically relevant. Responsibilities for training are devolved to the appropriate level of command, in recognition of the dispersed and diverse nature of the organisation.

3.2 ADF force ele ments (FE) are di rected by the CDF to achieve preparedness requ irements within s pecified readi ness notice (RN) and resource l imitations. F E assig ned to op erations achieve missio n spe cific readiness through the conduct of training tailored to the specific requirements of their operational theatre.

3.3 ADF tra ining govern ance en sures that commande rs and ma nagers have cle arly de fined roles, respo nsibilities a nd a ccountabilities, as we ll a s mechanisms, to manage and monitor training. CDF is ultimately accountable to the Government for training outcomes and performance, and is required to report annually.

3.4 The systems that su pport ADF train ing go vernance, including the Defence Training Model, Capability Systems Life Cycle and Preparedness Management System, are discussed in chapter 4—‘Systems’.

Executive summary

• Training governance resp onsibilities have the ir g enesis at the highest level of Defence management through ministerial direction to the Secretary of Defence (SECDEF) and Chief of the Defence Force (CDF).

• Training g overnance i ncludes a ra nge of defin ed co mmand responsibilities assig ned to Service Chie fs an d Group Heads, cascading down to commanders at all levels.

• SECDEF an d CDF take a dvice from h igher leve l De fence committees and make decisions rega rding ADF tra ining concep ts, policies, priorities and plans.

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Strategic relevance 3.5

3.5 All Defence activity, including capability, preparedness, international engagement, planning for and conduct of operations, and budget planning, is driven by Go vernment dire ction and strategic gu idance. Commanders are required to ensure that training is relevant to the requirements of capability, preparedness and operations. The justification for training (the training need) requires regular review to ensure that the original analysis remains relevant to Governme nt direction and strateg ic gui dance. It is impo rtant tha t the strategic relevance of training is allowed to permeate all levels of training and is reflected in training plans.

3.6 At the hi ghest le vel, ADF tra ining nee ds are de rived from strategi c guidance, strategic level capability, preparedness and operational p lanning documents and policy statements as follows:

• Defence White Papers, released about every five years, present the Government’s lo ng-term stra tegic di rection an d commitments fo r Defence as well as future capability requirements.

• Defence Planning Guidance (DPG), released and reviewed annually, is the Government’s classified defen ce plan ning document and Defence’s lead classified strateg y docume nt ampli fying the pol icy guidance of the White Paper. DPG arti culates the strategi c priorities that guid e Defen ce to produ ce t he mili tary o utcomes directed b y Government. Within Defen ce, DP G sets strategic gu idance for managing strategic risk, military strategy, force structure planning and capability devel opment, prepa redness an d mo bilisation, fo rce posture, international engagement and resource planning.

• The Quarterly Strategic Review (QSR) ad vises CDF of p otential changes in Australia’s strategic environment and strategic-level issues that might arise within the next three to 24 months. The QSR examines issues that may require a change to force posture or readiness (and therefore training), in response to an emerging or changing situation. As such, the QSR is used to provide ‘mid-course correction’ for the DPG and to fine-tune and set near-term priorities for preparedness.

• The Defence Capability Plan (DCP) is the ten-year program of new major capital equipment investment. The plan is reviewed bi-annually for programming purposes and as part of the force structure review process to take accoun t o f changing strategic circumsta nces, new technologies and chang ed p riorities, and the con text of the o verall Defence budget.

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• The CDF Prepa redness Directive (CPD) is rel eased ann ually. The CPD details prep aredness tasks and responsi bilities for each of the Services and Groups.

• The Jo int Ope rations Command Operatio nal Prepa redness Requirement (JOC OPR), released annually, sp ecifies Defence preparedness requi rements to ac hieve the o utcomes sough t b y Government. It details the RN, roles, and operational outcomes for FE to meet a variety of contingencies.

• CDF Planning Directives provide guidance for operational planning.

• The Defence Strategic Workforce Plan 2010–2020 articulates Defence’s approach to workforce planning in support of the Defence White Paper 2009 and Defence Strategic Reform Program (SRP) and is produced on a five year cycle.

– The Defence W orkforce De velopment F ramework is a subordinate do cument to the Defence Stra tegic W orkforce Plan and pro vides gui dance for tra ining and de velopment strategies and poli cies to be ali gned with De fence capability priorities.

• Australian Defence Doctrine Publication (ADDP)–D—Foundations of Australian Military Doctrine, outlines the strategic military doctrine of the ADF and the Australian approach to warfare, prov iding strategic guidance for the d evelopment a nd employment of ADF capab ility. ADDP–D provides higher level guidance for the planning and conduct of ADF operations.

• Mandatory train ing requirements a re derived from le gislation and/or policy, such as Occupational Health and Safety, Equity and Diversity, Security, Fraud and Ethics training.

3.7 These do cuments provid e a b asis for th e de velopment of comprehensive traini ng p lans tha t integrate ca pability and prep aredness requirements, policy req uirements and sh ort-notice requirements su ch a s operations.

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HISTORICAL EXAMPLE—STRATEGIC RELEVANCEEMPIRE AIR TRAINING SCHEME

At the outbreak of the Seco nd World War the British Governm ent realised it did not have adequate resources to maintain the Royal Air Force i n the impending air w ar in Europe. W hile British factorie s could rapi dly increase their aircraft produ ction, there wa s no guaranteed supply of trained aircrew. Pre-war plans had identified a need for 50 000 ai rcrew ann ually, b ut Britain coul d on ly suppl y 22 000.

To o vercome this problem, the Br itish Gove rnment put fo rward a plan to its Dominions to jointly establish a pool of trained aircrew who could then serve with the Royal Air Force. An agreement was signed on 17 Dece mber 19 39 which established the scheme known in Australia as the Empire Air Tra ining Sche me. Under the sche me 50 000 aircrew would be trai ned annually, each Domini on would conduct its own elementary training and advanced training would be conducted in Canada because of its closeness to the British aircraft factories and the war zone.

Australia u ndertook to provide 2 8 000 aircrew over th ree years, which represented 3 6 p er cen t of the total n umber of pro posed aircrew. The first basic flying course started on 29 April 1940, when training began simultaneously in all participating countries. The first Australian contingent embarked for Canada on 14 November 1940. A number of Royal Austra lian Ai r Force schoo ls were establ ished across Australia to support the scheme, including Elementary Flying Training, Service F lying Training, Air Navi gation, Air Observer, Bombing an d Gun nery and W ireless Air Gun nery. The sche me effectively e nded in Octo ber 1 944, al though it was no t formall y suspended until 31 March 1945. By this time, over 37 000 Australian aircrew had been trained as part of the scheme.

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Training governance responsibilities 3.8

3.8 Ministerial directive. Training governance responsibilities have their genesis a t the h ighest l evel of De fence manag ement. The Mi nister fo r Defence, under the Defence Act 1903, provides SECDEF and CDF strategic direction to achie ve the Government’s de fence o utcomes—to defend Australia and its national interests. The ministerial directive requires SECDEF and CDF to deliver:

• successful joint conduct of military operations, with CDF retaining sole command authority;

• capability to enable the ADF to defend Austra lia and its na tional interests;

• timely and responsive advice;

• proper stewardsh ip of peo ple an d of fin ancial and other resources, including operating within budgeted financial targets; and

• a Defence Management and Finance Plan, incorporating the po ints above for Ministerial approval.

3.9 SECDEF and CDF. At th e high est level in Defence, SEC DEF and CDF are jointly responsible to the Minister for Defence for ADF capability and preparedness. In addi tion, CDF exercises full command of the ADF and is therefore responsible fo r the co nduct of op erations. SECDEF and CDF exercise their training-related governance responsibilities in consultation with members of th e De fence Co mmittee (DC ), Ch iefs of Service C ommittee (COSC) and the Defence Capability and Investment Committee (DCIC). The roles of higher defence committees are discussed later in this chapter.

3.10 Capability manager responsibilities. Capa bility mana gers have defined responsibilities for ma naging training throughout the life cycle of a capability. These responsibilities are also discussed in chapter 4. Resources for RTS activities requi red by capability managers to meet prepa redness levels are pl anned, agree d and allocated thro ugh the Defence Budg et process, b oth directly an d throug h Customer Service Agre ements and Materiel Sustainment Agreements. Capability managers are responsible for the efficient and a ccountable use o f Defen ce resources i n tra ining fo r capability and preparedness.

3.11 Service Chiefs. The Ch ief of Navy, Chief of Army and Chie f of Ai r Force conduct RTS for their respective Services. They exercise full command over their Service, less forces assigned to Chief of Joint Operations (CJOPS) for o perational employment. T he Servic e Chiefs p rovide inp ut to the DC, COSC an d DCIC on Service trai ning requi rements. T hey are ke y

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stakeholders in the capability development process, providing training input at each stage in the capa bility life cycl e, and they take lead respo nsibility during the in-service phase, including the conduct of individual and collective training. Service Chie fs are respo nsible for de fining the traini ng th at their members need to meet Service -specific and relevant whole-of-Defence skill requirements, and for ensuring that their personnel acquire these skills.

3.12 Vice Chief of the Defence Force (VCDF). VCDF is respo nsible for strategic man agement of prep aredness and jo int capab ility manag ement. VCDF Gro up (spe cifically, Join t C apability Coo rdination Di vision) i s responsible for drafting the CPD a nd re porting Defen ce’s pre paredness. VCDF a s the j oint ca pability mana ger is respo nsible for the Dep artment’s ability to generate an d d eliver joint capability. VCDF achi eves the joi nt capability man agement function thro ugh Commander Jo int L ogistics, Commander Join t Hea lth and Comman der Austra lian Defence Coll ege (COMADC). In addition, Joint Capability Coordination Division undertakes the role of Coordinating Capability Manager for other joint capabilities assigned to VCDF.

3.13 Other capability managers. Othe r capa bility man agers a re Chi ef Information Officer, Deputy Secretary Intelligence and Security and Strategic J4. Fu rther details on the respo nsibilities of ca pability ma nagers are contained in the Defence Capability Development Manual.

3.14 Chief of Joint Operations. CJOPS empl oys tho se capab ilities assigned by the Service Chiefs and other capability managers to specified operations. C JOPS is resp onsible for the p reparedness o f j oint forces, defining doctrine and the training needs and strategies for joi nt operations, and for the conduct of joint collective training. CJOPS is directed by CDF via the CPD to pro duce the JOC OPR, which specifies Defence preparedness requirements to achieve the outcomes sought by Government. Further details are contained in ADDP 00.2—Preparedness and Mobilisation. The JOC OPR details the readiness notice, roles, and operational outcomes for FE to meet a variety of con tingencies. CJOPS al so pre pares the Program of Majo r Service Activities (PMSA), a rolling program of joint and combined collective training exercises and activities that are planned to meet the requirements of the JOC OPR.

3.15 Mounting operations. CJOPS is normally the mounting authority for operations and is responsible for ensuring that all FE deploying to a theatre of operations are competent to perform their role. This is achieved by setting standards for missio n spe cific tra ining, whi ch may i nclude in dividual and collective training as well as a range of other preparations. The Service Chiefs play a ke y role in prepa ring forces for op erations an d normally cond uct mission specific tra ining and certification. F urther details are contain ed in Australian Defence Force Publication (ADFP) 3.0.3—Mounting Operations.

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Other training governance stakeholders 3.16

3.16 Chief Capability Development Group (CCDG). CCDG works in consultation with capa bility man agers to i nitiate a nalysis o f train ing requirements for new training during the needs and requirement phase of the capability life cycle. CCDG chairs the Defence Capability Committee (DCC) which is a sub-committee of the DCIC.

3.17 Deputy Secretary People Strategies and Policy (DEPSEC PSP).DEPSEC PSP is the authority for the development, deployment and evaluation of Defence-wide training and development policies, strategies, and systems, and for ensuring that these align with Defence personnel strategies and policies. DEPSEC PSP chairs the Defence People Committee (DPC).

3.18 Other Group Heads and Chief Executive Officer Defence Materiel Organisation (CEO DMO). Group Heads and CEO DMO are responsible for defining the training and development that their ADF members need to meet Group-specific and rele vant whole-of-Defence skill requ irements, and fo r ensuring that their personnel acquire these skills. Defence Groups and DMO are respo nsible for resourci ng al l traini ng a nd d evelopment to meet thei r Group-specific requirements.

Command responsibility 3.19

3.19 Training is a function of command, and commanders at all levels must ensure thei r su bordinates are ca pable, through effe ctive training, o f do ing their job s unde r ope rational cond itions. Co mmanders are respon sible fo r applying the p rinciples o f training ( see chapter 2—‘Principles’) and in particular exercisi ng th eir comma nd respo nsibility for tra ining, integrating individual and coll ective train ing, and recognising the human dimension in training (an d thereby optimisin g th e learning culture). Commande rs are responsible for ensuring that activities are undertaken in as safe a manner as is reasonably practicable, taking due regard of any risks to personnel or the environment.

3.20 The ab ility o f commanders and manag ers to mee t their train ing obligations is premised on their a ccess to sufficient fu nding, personnel, infrastructure, training programs and other resources.

3.21 Commanders are also expected to fulfil their role as leaders, mentors and coaches in the w orkplace, and by pe rsonal example create a lea rning environment in the workplace.

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Defence committees 3.22

3.22 Higher level committees withi n Defence provide advice to senio r management on matters re lated to c apability and preparedness, includ ing associated matters such as ADF training. It is through the committee process that SECDEF an d CDF take a dvice a nd make decisi ons reg arding ADF training co ncepts, policies, prio rities and pla ns. Defence co mmittees wi th training governance responsibilities include the following:

• The Defence Committee. T he DC is the pri mary a dvisory bod y supporting SECDEF and CDF in meeting their joint obligations under the Mini sterial D irective for the management an d ad ministration of Defence. T he DC appro ves th e Defen ce Strateg ic Workforce Pla n, upon whi ch th e Defen ce Workforce De velopment Framewo rk i s based. The DC is chaired by SECDEF.

• Chiefs of Service Committee. COSC provides military advice to the CDF to assist the CDF in commanding the ADF and providing military advice to the Governmen t. COSC is the senio r committee fo r consideration of joint and combined military training issues. COSC is chaired by CDF.

• Defence Capability and Investment Committee. The DCIC reviews major cap ability and investment issues b y se eking to ensure resourcing, i ncluding ca pital investment and operating co sts, i s consistent with Defence’s strategic priorities and resourcing strategy. The DCIC an d its subo rdinate commi ttee, the DCC, consid er ADF capability proje cts and therefore associated training i ssues a s appropriate. An imp ortant pa rt of examin ing op tions to meet a capability gap is to explore the possible workforce impli cations and risks. DCIC is a sub-committee of the DC and is chaired by SECDEF.

• Defence People Committee. The DPC identifies and oversees the implementation o f critical workforce i nitiatives a nd p eople po licies needed to ge nerate o rganisational capability requ ired by De fence. The DPC is the primary senior committee for consideration of Defence personnel, tra ining and development issues. The DPC may refe r issues to the D C fo r further co nsideration. Th e DPC is cha ired b y DEPSEC PSP.

• Defence Education and Training Committee. The DETC is the Defence committe e de dicated spe cifically to the co nsideration of education, training and development issues. It provides strategic level oversight, dire ction and coordination of Defence education and training to en sure tha t the current and future need s of Defence are met. The DETC is chaired by COMADC.

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CHAPTER 4

SYSTEMS 4

Introduction 4.1

4.1 Training is integral to the ADF and required to support the foundation needs of ADF capabilities, preparedness training for a range of opera tional contingencies, and mission spe cific train ing for an ope rational th eatre. Training extends across the three Services, joint force elements (FE), regular forces a nd Reserves, in dividuals and collective F E, w hole-of-Government participants a nd mul tinational forces, and bala nces a ctivity wi th available resources.

4.2 Impacting on ADF training needs is the acquisition of new equipment and the prep aredness requ irements to u ndertake operations. Th e CSLC (acquisition and disposal of equipment) and the PMS (operational readiness) are the key drivers for ADF training. The DTM is the basis for ADF training.

4.3 The pu rpose of th is cha pter is to describe the DTM a nd the interrelationship between the CSLC and the PMS.

Executive summary

• The systems approach to tra ining produces the train ing required to support the fou ndation nee ds of Australian De fence Fo rce (AD F) capabilities, prep aredness train ing for a ra nge of ope rational contingencies a nd missio n spe cific tra ining for an ope rational theatre.

• The Defence Training Model (DTM) is the basis for development of ADF training.

• At the h ighest level, ADF training needs are derived from stra tegic guidance, strategi c l evel capability, preparedness a nd operational planning documents and policy statements.

• The Ca pability Systems Li fe Cycle (CSLC) sup ports ca pability management and associated individual and collective training inputs.

• The Preparedness Management System (PMS) manages training in support of preparedness.

• The integ rated tra ining cycl e in tegrates found ation training an d preparedness training and prepares force e lements for ope rational deployment.

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Defence Training Model 4.4

4.4 The DTM represents Defence’s systems approach to training, based on five interdependent phases that are intended to achieve quality assurance and continuous improvement in training, as indicated in figure 4–1.

Figure 4–1: Defence Training Model

4.5 The DTM is applicable to all long and short-term training requirements, including individual an d col lective train ing, ne w cap ability training nee ds, changes to existing traini ng and emerging training ne eds. The full DTM process sho uld be follo wed for ne w ca pability req uirements, a nd may be tailored for existing or limited training needs. The purpose of each phase is as follows:

• Analyse. The initial phase of the DTM is the analysis of the need for new or revised training. The product of the Analyse phase is a Training Requirement Specification.

• Design. In the Design phase the curriculum, assessment and learning strategies are co mpiled for train ing, to gether with the strategies fo r evaluating the whole process of preparing for and conducting training. The product of the Design phase is a draft training management plan.

• Develop. In the Develop phase, the materials and equipment needed to conduct training and evalu ate performance are prep ared in accordance with the a greed strategies, and a trial of the training is conducted. The product of the Develop phase is a complete training management plan.

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• Conduct. The Conduct phase involves the ongoing implementation, associated assessment, and th e revie w proce sses for the tra ining. Fully d eveloped traini ng courses or a ctivities are programmed, administered, conducted, assessed and recorded using the materials and equipment prepared in the Develop phase.

• Evaluate. Evaluation identifies the effectiveness, efficiency, strengths and weaknesses of training, and makes recommend ations fo r improvement. Eva luation involves the appl ication of prescribed training l evels and standa rds li nked to p reparedness or cap ability requirements.

4.6 For furthe r information on The Defence Training Mo del re fer to Australian Defence Force Publication (ADFP) 7.0.2— The Defence Training Model.

Capability Systems Life Cycle 4.7

4.7 As discussed in chapter 3—‘Governance’ the De fence Wh ite Paper provides guidance on all future ca pability req uirements. T he CSLC i s triggered by determination of a capability need as expressed in the Defence Capability Plan. The CSLC i s the process used to define, acquire, manage and dispose of capabilities. It seeks to ensure that all inputs contributing to the effective employment of the capability are addressed in a systematic manner from the moment of conception through to disposal. The phases of the CSLC are depicted in figure 4–2.

Figure 4–2: Phases of the Capability Systems Life Cycle

4.8 The si ze, skill se ts, trai ning requirements and costs of military and civilian personnel are all important cons iderations in the a cquisition of new platforms and/or weap on systems. Tra ining for new capabilities invo lves a systematic approach to in vestigating, developing and implem enting the training, doctrine and workfo rce management req uirements for e merging systems. The Defence Capa bility Com mittee has mandated the use of a workforce c hecklist t o e nsure t hat workfo rce issues a re ade quately considered in all pre-approval stages of the capability development process.

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4.9 Capability managers are responsible for providing training input and managing training throughout the capability life cycle, including:

• Need phase—define the initial training concept;

• Requirements phase—develop train ing concepts a nd doctrine requirements;

• Acquisition phase—analyse, desi gn an d deve lop train ing management p lans, co nduct i ntroduction-into-service trai ning, and integrate new capability training into the existing training regimes;

• In-service phase—conduct and manage sustainment training; and

• Disposal phase—terminate or transition training.

4.10 The interrelationship between the CSLC an d the DT M is dep icted in figure 4–3. The CSLC i s discussed in more detail in the Defence Capability Development Manual.

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Figure 4–3: Capability Systems Life cycle and the Defence Training Model

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Preparedness Management System 4.11

4.11 The PMS i s designed to optimise the ADF’s readiness to u ndertake operations in a range of conting encies and en sure the ADF i s capa ble of sustaining th ese ope rations wi thin fiscal con straints. Hea dquarters Joi nt Operations Command (HQJOC) ma nages preparedness activities th rough the Program o f Major Se rvice Acti vities (PMSA), a long with international engagement commitments.

4.12 The PMS incl udes a four-ph ase cycl e of development, implementation, reporting and review, as depicted in figure 4–4. The PMS is discussed in more detail in Australian Defence Doctrine Publication (ADDP) 00.2—Preparedness and Mobilisation:

• Development. In this phase Governmen t gu idance and strategi c guidance is distilled into the CPD, Defence International Engagement Plan, JOC OPR and PMSA.

• Implementation. Implementation involves reconciling the JOC OPR and PMSA with resource allocations, and conducting training.

• Reporting. Following the conduct of training activities, preparedness is reported against requirements enunciated in the JOCOPR and risk assessment of capability deficiencies (following fundamental inputs to capability (FIC) analysis) and other issues is completed.

• Review. Th e re view p hase considers pre paredness rep orts and assesses the on going ap propriateness of prep aredness level s determined in the development phase.

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Figure 4–4: Preparedness Management System

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Integrated Training Cycle 4.13

4.13 ADF training is a cycl ical process that integrates foundation training, preparedness activities, mi ssion spe cific training and ind ividual caree r development tra ining. Trai ning all ows ind ividuals an d FE to p rogressively build to a directed level of capability (DLOC), maintain that level for a certain period of time, deploy on operations as required, undergo reconstitution and recommence the cycle. The integrat ed training cycle is illustrated in figure 4–5.

Figure 4–5: Integrated training cycle

4.14 Not all FE will complete every phase in the cycle. The generation phase is ma inly ap plicable to new capa bilities, and only FE assign ed to operations will complete mission specific training. Most in-service capabilities will work up to DLOC, maintain DLOC for a specified period and then undergo a brief period of reconstitution before working up to DLOC again.

4.15 The duration of the cycle and the time spent in each phase of the cycle will vary from on e F E to the n ext. Operational commitments a nd force rotations will affect the cycle. The PMSA details the frequency with which FE need to undertake preparedness training to maintain proficiency in collective skills and is structured around a major multinational exercise every two years.

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4.16 The integrated training cycle is supported by an evaluation regime that identifies and applies lessons from ope rations, exercises and other training activities. See ADDP 00.4—Operational Evaluation for details. On a broader scale, trai ning eval uation informs orga nisational learning, wh ich is the process by which analytical review of an activity is conducted to determine the lessons that enable organisations and individuals to adapt to new or changing circumstances. This process incl udes both operational and non-operational activities, as wel l as th ose of other allies or organ isations of interest. Information is ana lysed i n ord er to ide ntify kn owledge tha t may the n be applied to immediate, short-term (less than two years), medium-term (two to five years) and long-term (beyond five years) learning. Typically, short-term learning is applied to training plans, doctrine and procedures, medium-term learning i s ap plied to doctrine and op erational co ncepts, and lo ng-term learning is applied to future concepts and capability development.

Collective training 4.17

4.17 Collective train ing invo lves the simultan eous and sequ ential performance of related individual tasks, in a collective training environment, to produce group outputs and outcomes. Collective training involves creating, replicating or si mulating the operational conditions under wh ich ta sks are expected to be performed. Collective training encompa sses small single-Service te am training through to multina tional join t task fo rce exercises. In acco rdance with the compre hensive ap proach, collective training n eeds to in clude, whe n app ropriate, pa rticipants fro m o ther Government departments, non-government agencies and organisations and multinational forces a nd o rganisations. Comb ined colle ctive tra ining wi th regional neighbours enables members of the ADF to hone their skills, work as a combined force and bui ld re lationships with participa ting nation s. In figure 4–6 a rifle company practices a beach recovery as part of their training.

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Figure 4–6: A rifle company practises a beach recovery

4.18 Collective training plans are developed in accordance with the DTM. Further detail s on the pl anning and conduct o f collective train ing are described in ADFP 7.0.3— Exercise Planning and Conduct. Th e colle ctive training phases are as follows:

• Analyse. Capability and preparedness documentation is analysed to determine the ope rational outcomes required, tasks that need to be performed to achieve th ose o utcomes, a nd the FE req uired. The operational tasks are in effect collective competencies.

• Design. A col lective train ing continu um is d esigned tha t a llows fo r progression from small group training to major FE training. Tasks are analysed to determine training and evaluation strategies. Conditions, performance measures and stan dards are spe cified for e ach task. Tasks are grou ped into tra ining step s, and training ob jectives, methods a nd frequ ency are determine d. Eva luation ob jectives are identified.

• Develop. T raining step s are de veloped i nto exe rcises. T his phase spans the exe rcise conce pt dev elopment and detail ed planning phases of exercise planning. Exercise documents and instructions are produced. For major exercises, this phase may take in excess of two years.

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• Conduct. Collective training is conducted in accordance with training development instructions, under the direction of officers appointed to conduct the e xercise. Th e focus of this p hase is to e nsure that specified cond itions for the pe rformance of ta sks are re plicated, training FE a re given ade quate o pportunities to comple te sp ecified tasks, evalu ation ta sks are comple ted and tra ining obje ctives are achieved.

• Evaluate. Evaluation involves monitori ng tra ining co nditions, measuring performance , compa ring measu red performance with specified sta ndards and re porting evaluation o utcomes. Eval uation reporting should be framed in fundamental inputs to capability terms, so th at appro priate pre paredness r eporting, ca pability and train ing development action can be initiated.

Individual training 4.19

4.19 Individual training p rovides each member of the ADF with the knowledge, skills and attitude required to perform tasks, and prepares them to take their place in a team, be it as team leader or team member. Individual training responds to the requ irements of co llective training an d mee ts the career development needs of the i ndividual. Therefore, individual training is both cyclical in concert with the collective training cycle of the FE to which the individual is p osted, an d a con tinuum w hich progresses throug hout the individual’s career. An individual’s training continuum is also closely aligned to their education and professional development needs.

4.20 Individual training i s conducted at ADF tra ining establ ishments and within the workplace, and the two environments are complementary in terms of achieving and re inforcing individual training outcomes. Effecti ve train ing needs to be suppo rted by qualified inst ructors, assessors and supervisors. The focus of individual training is the attainment of proficiency, which includes qualifications, competen cies, licen ses, e xperiences, expertise i n trades o r streams, and skills.

4.21 Individual an d collective tra ining are th erefore comple mentary activities th at have a co mmon goa l. Where possib le, the in tent is fo r individuals to mo ve seamle ssly betwee n in dividual a nd co llective train ing situations, an d the d istinction between the two will o ften be bl urred. The application o f the DTM is d escribed in further d etail i n ADF P 7.0 .2—The Defence Training Model.

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CHAPTER 5

TRAINING CONTEXT 5

Introduction 5.1

5.1 The ADF is responsible to the Australian Government. The decision to deploy th e ADF on ope rations i s det ermined from a w hole-of-Government perspective.

5.2 The pl ace o f train ing in the ADF differs fro m that in most o ther organisations. For the ADF, training is the found ation of military capability, and the co nduct or su pport of traini ng is a primary activity of the ADF . The ADF conducts training at desig nated military training establishments and at every command level to achieve, sustain and test operational capability and readiness levels, and prepare for specific operations.

5.3 The ADF devel ops its workforce throu gh hig hly structured through-career programs that integr ate formal e ducation and train ing wi th on-the-job experience. Active career management combines with workforce plans to ensure ADF staffing levels are consistent with levels authorised by Government, and respo nd to wo rkforce turnove r rates, i ntroduction in to service of n ew capabilities, retirement from service of old capabilities, and other changes affecting workforce structure and composition.

Executive summary

• The whole-of-Government approach requires the Australian Defence Force (ADF ) to train with civil ian age ncies to develop mutua l understanding of roles, tasks, capabilities and limitations.

• The con text for ADF train ing is based on de livering De fence capability and developing a sustainable workforce.

• The theories and concepts associated with the ADF approaches to warfare are reliant on training to transform them into actions.

• Occupational hea lth and safe ty matters must be consid ered in th e training planning process and practicable measures implemented to meet the associated legal obligations.

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Whole–of–Government approach 5.4

5.4 The whol e-of-Government approach re cognises the need for all elements of national power to contribute to a crisis response. The ADF is only one of many players tha t may be commi tted to an ope ration to achie ve a strategic end -state. Other players may inclu de re levant govern ment departments and age ncies, no n-government organ isations and industry. Training n eeds to p repare the AD F to work effectively al ongside civi lian agencies tha t spe cialise in law en forcement, de velopment assistance, humanitarian relief, health, correctional services, municipal services (such as water a nd infrastructure), e ducation, a nd pol itical an d admin istrative governance.

5.5 The impa ct o n traini ng i s tw o-fold: ADF tra ining scen arios n eed to reflect the multidimensional nature of operations, and the ADF needs to train with c ivilian agencies to develop m utual understanding of rol es, tasks, capabilities an d limitation s. Figure 5–1 dep icts a Joi nt Battlefield Airspace Controller monitoring Rural Fire Service aircraft movements whilst an aviation officer with the Rural Fire Service observes.

Figure 5–1: Service and civilian specialists training together

Whole–of–Defence approach 5.6

5.6 The whole-of-Defence approach to training seeks to achieve effective and e fficient trai ning outcomes by ra tionalising th e use o f train ing infrastructure and re sources. Training ratio nalisation i s th e pro cess of

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examining the management and delivery of training to determine if enhanced outcomes f or D efence ca pability ar e p ossible. C ommon t raining i ncludes individual training with learning outcomes common to more than one Service or Group, such as financial management. A similar rationalisation philosophy applies to training in joint skills that involve the participation of personnel from two or more of the Services.

Australian Defence Force approach to warfare 5.7

5.7 The ADF approach to warfare provides the intellectual underpinning to the way the ADF conducts operations and is a combination of the following:

• manoeuvrist,

• interoperable,

• networked, and

• decision superiority.

5.8 Further detail s on the ADF approach to wa rfare are co ntained in Australian De fence Doctrine Publi cation (ADDP)–D —Foundations of Australian Military Doctrine; ADDP 00.3— Multinational Operations and ADDP 3.0—Campaigns and Operations.

5.9 Training rei nforces the ADF approach to warfare. AD F train ing transforms individuals and the collective to be successful in the operational environment. Importantly ADF training encourages the sharing of knowledge and skill s with sele cted alli es and par tners and is coordi nated through the program of Major Service Activities (PMSA) managed by Headquarters Joint Operations Command (HQJOC).

5.10 Training provides the vehicle for in dividuals from di fferent nations to build relatio nships, a nd throu gh the ir person al co ntact, overco me interoperability issues that might otherwise be delayed by disagreements and misunderstandings.

5.11 Figure 5–2 dep icts force elements from Australia , Mal aysia, New Zealand, Singapore and the United Kingdom training together in 2010 under the Fi ve Powe r Defence Arra ngement (FPDA) to e nhance thei r interoperability. The aim of Exercise BERSAMA PADU was to exercise force elements fro m mari time, la nd and air forces from member n ations in the defence of the Malaysian Peninsula and Singapore.

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Figure 5–2: Five Power Defence Arrangement members conduct operational planning

Train as you operate 5.12

5.12 ADF training is conducted in an ope rational context that reflects the contingencies fo r which the ADF is r equired to be pre pared. Th is is the context within which rea listic and rel evant training scenarios and situations are developed. Details of preparedness contingencies are contained in the Joint Ope rations Co mmand Operatio nal Prep aredness Requ irement (JOC OPR).

5.13 Apart from achieving train ing outcomes re lated to the acquisition of knowledge and skills, training enables the ADF to shape the attitudes of its members. T he a ttitudes soug ht are reflected in the va lues, e thics, core behaviours and cod es of conduct that ch aracterise the ADF. For exampl e, training prepares the ADF to conduct operations with integrity and the moral courage to comply with the laws of armed conflict and other legal constraints that migh t a pply on ope rations. Figure 5–3 depi cts Spe cial Air Service Regiment candidates undergoing high ropes training up to ten storeys above the ground.

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Figure 5–3: Special Air Service Regiment candidate undergoing high ropes training

Training considerations 5.14

5.14 The ADF supports and promotes a learning culture that opposes poor behaviour such as bul lying and harassment and actively supports Defence policies on related issues su ch as Eq uity and Diversity. Th ere is significant responsibility on instructors, assessors, supervisors and exercise control staff to create a positive learning environment for trainees. Training staff are to be trained in the skills of instruction, mentoring and coaching.

5.15 ADF tra ining, particularly wh en condu cted in a field envi ronment, involves inherent risks through the in volvement of live am munition and ordnance, sh ips, vehicl es, aircraft, expo sure to the e nvironment and the demands of operational manoeuvre. Operational training may also introduce added risks for the trainee such as lack of sleep, physical and/or mental stress or inexperience leads to errors.

5.16 Safety is a command resp onsibility, found ed on the Occupational Health and Safety (Commonwealth Employees) Act 1991, the Regu lations under the Act and associated co des of practice. Occup ational hea lth and safety ma tters mu st be consi dered in the training pla nning process and practicable measures implemented to meet the associated legal obligations.

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5.17 Risk management involves the identification and treatment of risks to a level that is as low a s rea sonably practicabl e. For exampl e, figure 5–4depicts parachute training, which is a relatively high risk activity that requires meticulous ri sk management. Fu rther de tails are contai ned in Australian Defence F orce Pub lication (ADF P) 7 .0.3—Exercise Planning and Conductand the Defence Safety Manual.

Figure 5–4: Soldiers parachute into the Shoalwater Bay Training Area

5.18 Planning. All forms of training require careful planning to ensure that training outcomes are achieved and resources are used efficiently. Planning for major collective training activities generally needs to commence a t least two years before the activity is co nducted. The PMSA coordinates a rol ling program of sin gle Service, jo int and combin ed trai ning activities. Othe r exercises are con ducted on a regu lar basis (typically six, 12 an d 18-month cycles) to ensure that currency in skills and knowledge is maintained. A range of subj ects a re considered in the ge neric exe rcise plan ning process, as detailed in ADFP 7.0.3.

5.19 Resource management and cost consciousness. T he D efence internal budget process provides for the allocation of resources, both funding and wo rkforce, ali gned with Governme nt strategic inte rests, goa ls and priorities. Defen ce’s bu dget pl anning p rocess is pa rt of the b roader Government budget process. Resources are only committed to train ing that aligns with strategic guidance and preparedness documentation including the Chief of the Defence Fo rce Preparedness Directive, JOC OPR, PMSA and

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relevant sub ordinate documen ts. Reso urces fo r train ing acti vities to me et preparedness levels are planned, agreed and allocated through the Defence Budget process, which allocates resources annually and prepares estimates based on the five-year Defence White Paper cycle.

5.20 Financial reporting. Preparedness and fina ncial re porting mon itor the achievement of trai ning objectives to ensure preparedness level s are achieved and deficiencies are identified. This information provides a basis for future traini ng activities and provides in sight into th e cost of trai ning as a component of capability and preparedness. The ADF provides advice on the cost of major training activities to the Minister and Senate Esti mates Committee hearings. Resource attribution and consumption requires careful management d uring the con duct of a train ing a ctivity. C ommanders are responsible for optimising the use of resources, ensuring resources are used as intended and avoiding waste.

5.21 Environmental protection. The cond uct of real istic live collective training is de pendent on access to tr aining areas. Defence is on e of Australia’s la rgest land owne rs a nd is resp onsible for th e envi ronmental stewardship of those areas. Defence protection of the environment (which includes cultural heritage, ecosystems, and natural and physical resources) protects training areas for future use, maintains public confidence in the ability of D efence to manag e i ts l andholdings, an d co mplies with statutory obligations specifie d in the Environment Protection and Biodiversity Conservation Act 1999.

5.22 Environmental management. Defence maintai ns the lead planning responsibilities for e nvironmental man agement for a ll mano euvre train ing exercises co nducted in Au stralia. All train ing areas a re su bject to an environmental ri sk assessment process prior to the conduct of tra ining. Environmental risks are man aged in a ccordance with De fence p rotocols, Australian environmental legislation and other relevant policy. Environmental management in cludes mitiga tion measures, ma nagement p rotocols, compliance monitoring, incident response, evaluation and reporting.

5.23 Security. ADF training activities are potentially attractive targets for a wide spectrum of threa ts such a s foreig n i ntelligence services, terrori sts, saboteurs and criminals. Security measures need to be carefull y planned to protect ag ainst poten tial th reats whilst allowing the acti vity to achi eve its training o utcomes. T he D efence Secu rity Autho rity a nd sing le-Service security authorities a re re sponsible for con ducting securi ty threat assessments to training; however, commanders are responsible for planning security measures in support of training activities.

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5.24 Public affairs. Defence tra ining often attrac ts a hig h leve l of public interest, esp ecially when accidents or un usual incid ents occur. Mi nisterial accountability me ans that primary respo nsibility for pu blic commen t on training activities lies with the Minister for Defence, supported by Secretary of Defence (SECDEF) and the Chief of the Defence Force (CDF). Therefore, it is important that the Minister be briefed on key aspects of any training activity that may be o f significant interest o r concern to parl iamentarians a nd the Australian public. Central policy direction of public affairs (PA) is essential to the public presentation of the Government’s support for Defence training. PA plans in support of training should be formulated at the highest appropriate level with implementation delegated to the lowest suitable command level.

5.25 Legal requirements. ADF training a ctivities are subj ect to the provisions of state, Commonwealth and, where applicable, international law and, whe n con ducted overseas, the laws o f host na tions. Leg al p lanning considerations may extend to issues such as Status of Forces Agreements, logistic su pport co ntracts, carria ge of arms, insurance, acce ss to civil infrastructure such as ports and airports, carriage of ci vilians and fo reign forces in ADF a ircraft an d vehi cles, advice to civi l autho rities rega rding Defence practice areas, and customs and immigration issues. This list is not exhaustive, but serves to illustrate the range of legal issues that may need to be considered in the course of planning Defence training.

5.26 Relationships with industry. The Government recognises the important role that defence industry plays in support of ADF capability, from the provision and maintenance of military equipment to the delivery of a wide range of support services including training. The training technology that the ADF relies upon is increasing in complexity and cost; therefore, a sustainable and capable domestic industry focussed on supporting training is central to overcoming these challenges. Defence industry becomes involved in training plans for new capabilities early in the Capability Systems Life Cycle (CSLC) in conju nction wi th capability ma nagers. This en ables defence i ndustry to develop and embed train ing systems, su ch as simulatio n, into new capabilities. Pa rt of this process of enga gement with defen ce i ndustry i s enabling defence i ndustry to re cruit and de velop peop le wh o have the knowledge, skills and experience to deliver ADF training.

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Figure 5–5: End of Australian Defence Force training exercise

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CHAPTER 6

INNOVATION AND TECHNOLOGY 6

Introduction 6.1

6.1 Technological a nd social changes p resent b oth ch allenges and opportunities for the Au stralian Defence Force (ADF). Whilst people remain the most important aspect of capability, technological change is ever-present and must be exploited to the ADF’s ope rational advantage. In the future, operational req uirements and support systems will become more comple x and dynamic, comba t forces more interdependent, an d sup porting organisations an d function s mo re integrated. Th ese cha nges d emand continual innovation.

6.2 Training innovation enhances fl exible and effective train ing delivery options. Te chnology an d simula tion ap plications pro vide o pportunities fo r improvement in safety, flexibility, cost, rapid development, training throughput and overall standard of graduates.

Innovation 6.3

6.3 Innovation is a fundamental part of achieving the future force, and the force modernisation process requires traditional training methodologies to be reviewed. Techn ological a dvances will often drive i nnovation; how ever, training innovation is also about applying existing methods and processes in new ways to improve training effectiveness and make best use of resources.

6.4 The ADF activel y see ks to expl oit advan ces in techno logies to enhance training delivery options. For example, the innovative application of developments in information technology (IT) provides opportunities to enable greater flexib ility i n de livery, pa rticularly w here training au diences are dispersed o r o perating i n di fferent envi ronmental domains. Sci ence i s

Executive summary

• Technological advances will often drive innovation; however, training innovation is also about applying existing methods and processes in new ways to improve training e ffectiveness and make best use of resources.

• Simulation supports training with a wide g roup of to ols, techniques and techn ologies, rang ing fro m ca lculative mode ls throug h to high-fidelity re presentations of Defen ce ca pabilities an d environments.

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important to tra ining in novation an d the D efence Scie nce a nd T echnology Organisation plays a key role in providing innovative scientific input to future training capability.

Simulation 6.5

6.5 The term ‘simulation’ applies to a wide group of tools, techniques and technologies, ra nging from ca lculative mode ls throu gh to hi gh-fidelity representations of Defence capabilities and environments. Simulation plays an important role in support of training. Simulation also has other applications such a s in sup port o f planning, a nalysis and e xperimentation. In training, simulation is used to create rea listic conditions under which tasks are to be learned and practised.

INNOVATION IN TRAINING TECHNOLOGYThe Joint and Combined Training Capability (JCTC) is a combined Australian/United States in itiative d esigned to enh ance high-end bilateral train ing, increase a nd me asure op erational ca pability, improve interoperability, and facilitate capability development. JCTC has been designed to use a ne tworked approach to train ing. The JCTC network is an architecture th at lin ks tra ining management systems, training areas, simulators, headquarters and units. JCTC enables l ive instrumented l and forces to in teract with live instrumented ai rcraft, vi rtual simul ators and co nstructive simulations.

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6.6 Simulation is often categorised as being Live, Virtual, or Constructive. These are common terms representing di fferent styles o f simulation; however, they do not in a ll circumst ances a ccurately reflect the de sign o r implementation of modelling and simulation:

• ‘Live’ characterises simulations that make greater use of real people and equipment in a real environment.

• ‘Virtual’ cha racterises simul ations that pred ominantly comprise real people in computer representations of the real world.

• ‘Constructive’ ch aracterises simul ations whe re ind ividuals gen erally stimulate (provide inputs to) computer-generated models but they are not n ecessarily involved i n d etermining the outcomes of the simulations. Constructive simulations are used typical ly in situations such as combat enga gement, where participants seek to achieve a specified mili tary o bjective give n pre-estab lished resou rces and constraints.

6.7 Training simulation may involve the simultaneous or sequential use of live, virtual and constructive simulations, linked through a common synthetic environment. Figure 6–2 depicts a civilian contractor at the controls of radar threat simulators that are set up at Delamere Air Weapons Range as part of the JCTC for Exercise PITCH BLACK 2010.

SIMULATION IN TRAININGLive. T he Combat T raining Centre - Live Instrumented System (CTC-LIS) uses laser and radio engagement range instrumentation systems to track exercise pa rticipants, capture training events and enable replay, analysis and objective performance feedback.

Virtual. Virtual simula tions in clude th e vari ety of flight simul ators used to train ADF pilots as an integral part of the training system. In Navy, Principal Warfare Officers undertake command team training in virtual environments. In the land environment, armoured vehicle crews un dertake gu nnery traini ng usin g crew proced ural train ers that simulate actual equipment.

Constructive. The Australian Brigade and Ba ttlegroup Simu lation (AB2S) is desig ned to provid e co mmanders with a to ol to trai n, exercise and evaluate their battle staff in a realistic, high fidelity and real-time exercise.

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Figure 6–1: A civilian contractor controls the radar threat simulators

6.8 Simulation can offer efficiency and effectiveness benefits through the following:

• Lift the quality of individual and collective training by enhancing the realism of training—making the training environment demanding and providing new challenges to drive skills, proficiency and excellence. In some instances, simulation may provide the only means of accessing certain operational situations.

• Allow repetition of training situations at low or no cost.

• Allow complex, ambiguous and uncertain situations to be created with precision and predictability.

• Enhance capability by improving personnel and equipment readiness and sustainability. Simulation augments force structure by releasing real equipment from training tasks to operations, and by providing practicable methods to achieve and maintain the required operational level of capability.

• Save reso urces di rectly through saving s in o perating costs and extended service li fe of e quipment and i ndirectly b y i mproving the quality of decision-making.

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• Reduce risk b y redu cing exposure to ha zardous situation s and allowing th e likel y impl ications of de cisions an d chang ing circumstances to be assessed in advance.

6.9 Future training simula tion ca pabilities wil l be designed as a component of an ADF-wide distributed joint training capability. Future training simulation systems need to be based on training the entire capability, not just the platform. The requirement for these training simulation capabilities will be established by capa bility mana gers at the outset of the cap ability development process.

Figure 6–2: Undergoing simulation training prior to deployment

Flexible learning 6.10

6.10 The ADF is a la rge, complex an d dispersed organisation that need s access to flexib le train ing optio ns. Flexible le arning in cludes distance learning, electronic lea rning, mobi le le arning, computer based learning, as well as other traditional learning styles. Flexible learning may be facilitated by the effective combination of different modes of enabling learning, and offers advantages in te rms o f cost effectiveness, flexibility and accessib ility. Technology provides opportunities to extend learning within and beyond the classroom.

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6.11 Flexible learning ma y involve a pr ogram of self-paced e-le arning, online interaction with an instructo r, practical training o n a mode l o r simulation, an d fi nally training on actual equipment. Small arms training provides an example of flexible learning, as the tra inee progresses from introductory instructor-led face-to-face weapon handling training to simulated live firing at a weapons tactical training simulator, and then to live firing ranges that present various live firing situations.

6.12 Evolving information and communication technologies, changes in the way people are accustomed to recei ving in formation and in novative approaches to training have led to the creation of highly flexible and open training options. Self-paced training delivered using a range of media enables just-in-time training tailored to individual circumstances.

6.13 Flexible, op en an d distribu ted training will no t suit all training situations. Balanced decisions need to be made du ring the training analysis and d esign ph ases o f the DT M to match traini ng delivery mode s with the training audience and the subject matter.

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GLOSSARYThe source for approved Defence terms, definitions and abbreviations is the Australian Defence Glossary (ADG), available on the Defence Restricted Network at http://adg.eas.defence.mil.au/adgms/. Note: The ADG is updated regularly and should be checked for amendments to the entries in this glossary.

TERMS AND DEFINITIONS 0.1

analyse phaseThe fi rst pha se of the Defence traini ng mode l whi ch invol ves identifying an d eva luating tra ining and othe r option s fo r e nhancing capability.

assessmentThe pro cess of col lecting evid ence and making jud gements on the nature and extent of progress towards the performance requirement.

Australian joint essential task (ASJET)A task wi th associated conditions, standards and measures used fo r Australian Defence Force combined, joint and single Service program of major Service activities.

Australian Quality Training Framework (AQTF)The na tionally agree d recog nition arrangements for the voca tional education a nd train ing secto r. N ote: the fra mework is b ased on a quality man agement system for the re gistration of train ing organisations seeking to d eliver train ing, assess compe tency outcomes, and issue Australian qualifications framework qualifications and/or statements of attainment, and ensures the national recognition of training providers and the qualifications and statements they issue.

blended learningAn approach to tra ining that en ables a varie ty o f me thods in which trainees can learn and demonstrate competence.

capabilityThe p ower to ach ieve a d esired op erational effect i n a n ominated environment withi n a specified ti me an d to sustain th at effe ct for a designated period. Note: it is delivered by syst ems that incorporate people, organisation, doctrine, collective training, platforms, materiel, facilities, in-service support, and command and management.

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capability developmentA broad term for those activities i nvolved with defining requirements for future capability, principally during the requirements phase of the capability systems life cycle.

capability managerRaises, train s and susta ins i n-service cap abilities throu gh the coordination of fundamental inputs to capability.

CDF preparedness directive (CPD)The prin cipal stra tegic le vel d irective con tains strate gic p lanning guidance, lists military resp onse options, determine s prepa redness requirements, a nd i nforms a ll sub ordinate prep aredness and capability directives at the operational level, which set specified levels of preparedness and resourcing, and contains the capability standards against which force units measure and report.

certificationThe process of offici ally recog nising th at organisations, ind ividuals, materiel or systems meet defined standards or criteria.

collective trainingThe training of force elements in the conduct of operations.

combat powerThe total means of destructive and/or disruptive force which a military unit/formation can apply against the opponent at a given time.

combined exercise (COMBEX)An exercise in which one or more Services of the Australian Defence Force combine with a llied forces for th e planning and conduct of an exercise.

commandThe au thority which a co mmander i n the mi litary Service lawfully exercises over subordinates by virtue of rank or assignment. Notes: 1. Command incl udes the au thority and responsibility fo r effectivel y using a vailable resources an d for planning the e mployment of organising, dire cting, coordinating and controlli ng military forces fo r the accompl ishment of assign ed missions. 2. It also includes responsibility for h ealth, wel fare, mo rale a nd di scipline of assig ned personnel.

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common trainingIndividual training with common lea rning outcomes that may be provided to a number of Services and Groups. This includes common courses or modules delivered through a variety of training solutions.

competencyThe ability to perform tasks and duties to the standard expected.

conduct phaseThe fourth ph ase o f the Doctrine training mode l wh ich involves the full-scale implementation of train ing whereby fully developed training activities are programmed, administered, run, assessed and recorded using pre-prepared measurement tools and training materials.

continuous improvementA pl anned p rocess wh ich a llows an organisation to systematicall y review and improve the quality of its products, services and associated processes.

curriculumThe specifications for a course, subject or module which describe all the le arning expe riences a stu dent u ndergoes, gen erally including objectives, conten t, intended learning outcomes, teaching methodology, recommende d or prescribe d assessment tasks, assessment exemplars, and so on.

Defence training model (DTM)The n ame the Australia n De fence Organisation use s for the model linking the phases and associated processes of its systems approach to training.

deploymentThe movement of forces within areas of operations.

design phaseThe second ph ase of the Defence trai ning model du ring whi ch the required ou tcomes of tra ining, together with th e measurement tools and delivery methods to achieve them, are determined.

developmentThe growth or rea lisation o f a person’s ab ility through conscious or unconscious learning.

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develop phaseIn this third phase of the De fence Trai ning Mo del, the material s needed to condu ct tra ining and eva luate competence are prepared. Note: these materials provide the detail of what training is to be done, when and where, by whom, with what resources, and how the results are to be measured.

directed level of capability (DLOC)The fu nded level of cap ability maintained du ring a spe cific budg et period. It is formally agreed in organisational performance agreements between the Secretary of Defence (SECDEF )/Chief of th e Defence Force (C DF) an d ea ch of Defence’ s six outcome exe cutives. It captures the le vels of capability to be maintained to me et preparedness, on going op erations, and known national task requirements. It is expressed i n te rms of assign ed force ele ments (FE), ta sks, au thorised readiness and sustain ability requirements against each organisational performance outcome. Joint Operations Command (JOC) may risk manage the FE options available for each organisational pe rformance outcome. Th e difference b etween the JOC operational p reparedness requirement d erived le vel of preparedness and the directed level of capability resourced level is the risk level accepted by the SECDEF/CDF.

doctrineFundamental principles by which the military forces guide their actions in support of o bjectives. It is authoritative but req uires judgement in application.

elements of national powerAll th e means whi ch are avail able for empl oyment in th e pursuit of national objectives.

environmentThe surrou ndings in which an organisation operates, i ncluding air, water, la nd, n atural resources, flora, fauna, hu mans, and their interrelation.

evaluate phaseThe fifth phase of the Defence training model which provides feedback on how well training has prepared personnel and units, and whether the original capability requirement has been met. Note: the focus of this phase is on the effectiveness and efficiency of the training.

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evaluationIn general Austra lian Defence Force usage, a systematic, obje ctive assessment of the appropriateness, effectiveness or efficiency of an initiative, policy, project, service, function or operation.

exerciseA military manoeuvre or simul ated wartime ope ration invo lving planning, preparation, and execution. It is carried out for the purpose of trai ning a nd evaluation. It may be a co mbined, joint, o r sin gle service exercise, depending on participating organisations.

exercise control (EXCON)The agency through which the exercise director manages the exercise environment. Note: th e le ad pl anning agency normally provides exercise control cadr e staff with other p ositions be ing filled b y supplementation.

forceWhen used by armed Services at the direction of the nation’s political leaders, is the application of violence to achieve a political aim.

force element (FE)Component of a unit, a unit, or an association of units having common prime objectives and activities.

force structureRelates to the type of force required including personnel, equipment, facilities and mil itary do ctrine to achieve the l evel of cap ability necessary to co nduct op erations effectively. N otes: 1. In the medium-term to th e lo ng-term, mil itary ca pability wil l vary due to changes in force generated by the capability development progress. 2. In the short-term, force stru cture is the more co nstant component of military capability and the level of capability available for operations is determined by the Defen ce’s m anagement prep aredness of the current force.

full commandThe military autho rity and respon sibility of a comma nder to issue orders to sub ordinates. It co vers every aspect of mili tary operations and administration and exists only within national services. Note: the term ‘command’, as used in ternationally, implies a lesser degree of authority than when it is used i n a pu rely na tional sense. No N orth Atlantic Treaty Organisation (NATO) or coalition commander has full command over assigned forces sin ce, in assigning forces to NAT O, nations will delegate only operational command or operational control.

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fundamental inputs to capability (FIC)A guide that may be used to quantify capability and include eight input options including organisation, personnel, collective training, supplies, facilities, major systems, support, and command and management.

healthA state of p hysical, mental and social we llbeing comp atible wi th continued service in the Australian Defence Force and not merely the absence of disease or infirmity.

individual trainingTraining of an individual to achieve the required knowledge, skills and attitudes to perform a job role.

information technology (IT)Any equipment or interconnected system or subsystem of equipment, that is used in the automatic ac quisition, storag e, manip ulation, management, mo vement, co ntrol, di splay, switch ing, i nterchange, transmission, o r recep tion of data or i nformation. Examp les: computers, an cillary equipment, softwa re, firmw are and simila r procedures, services i ncluding support se rvices, and related resources, including national security systems.

infrastructureA term gen erally applicable for a ll fixed and permanent installations, fabrications, or facilities for the support and control of military forces.

interoperabilityThe a bility to act toge ther coh erently, e ffectively and effi ciently to achieve Allied tactical, operational and strategic objectives.

joint trainingTraining for pe rsonnel from two o r more Servi ces incl uding APS, delivered to mee t the proficien cies requ ired for empl oyment in the Joint environment.

logisticsThe science of planning and carrying out the movement and maintenance of forces. In its most comprehensive sense, the aspects of military operations which deal with: a. design and deve lopment, acqu isition, sto rage, mo vement,

distribution, main tenance, e vacuation, a nd d isposal of materiel;

b. transport of personnel;c. acquisition or con struction, mai ntenance, opera tion, and

disposition of facilities;

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d. acquisition or furnishing of services; ande. medical and health service support.

manoeuvreThe op eration of a ship, ai rcraft, or veh icle, to ca use i t to perform desired movements.

missionA cle ar, con cise statement of the task of the command a nd its purpose.

modelA physical, ma thematical or other wise logical re presentation of a phenomenon, entity, system or process.

mountingAll p reparations mad e i n are as de signated for the purp ose, in anticipation of an operation. It includes the assembly in the mounting area, p reparation, an d mai ntenance wi thin the mountin g a rea, movement to loading points, and subsequent embarkation into ships, craft, or aircraft if applicable.

national interestThe general and continuing ends for which a State acts.

national skills framework (NSF)The national system of vocational education and training made up of the Austra lian Quality T raining Framew ork and natio nally en dorsed training packages, accredited courses and supporting material.

non-government organisation (NGO)A voluntary, non-p rofit-making organ isation that is gen erally independent of government, international organisations or commercial interests. The organisation will write its own charter and mission.

operationA designated military activity usi ng lethal and/or nonlethal ways and means to achieve directed outcomes in accordance with national legal obligations and constraints.

operational level of capability (OLOC)The task specific level of capability required by a force to execute its role in an operation at an acceptable level of risk.

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other government department (OGD)Encompasses al l non-Australian De fence Force F ederal, State, Territory and local government departments, agencies and authorities, which include poli ce and emerg ency services, and incl udes bo th Australian and host nation (HN) departments, and the use of the term other government department wil l re fer to both un less prefixed with either Australian or the HN.

preparednessThe measurement of h ow ready and how susta inable fo rces are to undertake military op erations. No te: it de scribes the combi ned outcome of readiness and sustainability.

program of major service activities (PMSA)The tool used by the Chief of Joint Operations to coordinate, schedule and ma nage activities n ecessary to achi eve an d main tain req uired levels of Australian Defence Force preparedness.

public affairs (PA)The coord inated information output of al l gove rnment activity undertaken in support of operations to inform the public and influence decision-makers in sup port of po licy and to rein force the diplomatic and political objectives.

raise, train and sustain (RTS)The generation, preparation, and ma intenance of Defence capability by designated capability managers at the level of capability specified in preparedness directives. Notes: 1. Service Ch iefs raise, train and sustain (RTS) through the exercise o f ful l command. 2. Before and after assigning forces to operations, RTS encompasses Service Chief requirements to : a . Gen erate force ele ments (FE) (capa bility) in accordance with force structure priorities. b. Train and sustain FE at specified preparedness levels. c. Reconstitute forces returning from operations. 3. Once forces are assigned, RTS encompasses: a. Chief of Jo int Op erations (CJOPS) req uirements to: (1) Generate joint forces ca pability in acco rdance with fo rce structure pri orities. (2 ) Sustain jo int fo rces thro ugh the provision of appropriately pre pared FE. (3 ) Provide support to assigned fo rces. (4) Be the coordi nation authority for technical control (TECHCON) of assigned forces and the arbiter of dispu tes between operational and TECHCON p riorities. b. Service Chiefs and capability managers requirements to: (1 ) Sustain forces through the provision of appropriately prepared personnel and equipment. (2) Provide support to assigned forces that is beyond the capability of operational headquarters. (3) Exercise their TECHCON

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authority for a ssigned forces, th rough CJOPS, as the coordi nating authority. (4) Provide TECHC ON ad vice to CJOPS for assig ned forces, including priority notification of any impact on operations.

readiness notice (RN)The sp ecified amount of time in whi ch a force is to complete its work-up from th e directed le vel of capab ility/minimum leve l of capability to operational level of capability.

regenerationThe timely activation, in full or in part, of existing force structures and infrastructure, including th e restor ation of mann ing, e quipment and stocks to designated levels.

registered training organisation (RTO)An org anisation reg istered to deliver tra ining an d/or cond uct assessments and issue na tionally recogn ised q ualifications in accordance with the Australian Qualifications Framework.

securityThe cond ition a chieved whe n desi gnated information , materie l, personnel, activities and installations are protected against espionage, sabotage, subversion and terrorism, as we ll as aga inst loss or unauthorised disclosure.

simulationThe implementation or exercise of a model over time.

staffThe body of mili tary professionals who support a commander in the estimation of a situation, and in formulating and executing subsequent plans, orders and activities.

strategyThe art and sci ence o f d eveloping an d emplo ying i nstruments of national power in a synchroni sed and integrated fashion to achieve theatre, national and/or multinational objectives.

sustainabilityThe ability of a force to maintain the necessary level of combat power for the duration required to achieve its objectives.

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theatreA designated geographic area for wh ich an o perational level joint or combined commander is appointed and in which a campaign or series of major operations is conducted. Note: a theatre may contain one or more joint force areas of operations.

training (TRG)A pla nned pro cess to in culcate a nd modify kno wledge, skill s and attitudes throu gh a le arning exp erience to a chieve effective performance in an activity or range of activities.

training packageDescribes a n integrated se t of nation ally en dorsed standards, guidelines and qualifications for training, assessing and recognising people's skills. It is developed by industry to meet the training needs of an industry or group of industries, and consi sts of core endorsed components of competen cy standa rds, assessmen t gui delines and qualifications, and optio nal non -endorsed co mponents of sup port materials such as learning strateg ies, assessment resources and professional development materials.

training requirement specification (TRS)The formal document that specifies the Defence training requirement in terms of the competencies to be trained, the need for people to be trained in them, including how many and in what time frame, the broad type of tra ining that is to b e employed, and how that training wil l be recorded.

unitA military el ement wh ose structu re is pre scribed by a compe tent authority.

vocational education and training (VET)Encompasses po st-compulsory educa tion and training, exclud ing degree and higher level p rograms deli vered by hi gher ed ucation institutions, which provides people with occupational or work-related knowledge and skills, and includes programs that provide the basis for subsequent vocational programs.

warfightingGovernment directed use of military force to pursue specific national objectives.

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weapon systemA combination of one or more w eapons with all re lated equipment, materials, services, personnel and means of delivery and deployment (if applicable) required for self-sufficiency.

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ABBREVIATIONSADDP Australian Defence Doctrine PublicationADF Australian Defence ForceADFP Australian Defence Force PublicationAQTF Australian Quality Training Framework

CCDG Chief Capability Development GroupCDF Chief of the Defence ForceCEO DMO Chief Exe cutive Officer D efence Materiel

OrganisationCJOPS Chief of Joint OperationsCOMADC Commander Australian Defence CollegeCOSC Chiefs of Service CommitteeCPD CDF preparedness directiveCSLC capability system life cycle

DC Defence CommitteeDCC Defence Capability CommitteeDCIC Defence Capability and Investment CommitteeDCP Defence Capability PlanDEPSEC PSP Deputy Secretary People Strategies and PolicyDETC Defence Education and Training CommitteeDI Defence InstructionDLE Defence learning environmentDLOC directed level of capabilityDPC Defence People CommitteeDPG Defence Planning Guidance DTM Defence training modelDWDF Defence Workforce Development Framework

FCP fleet concentration periodFE force elementFIC fundamental inputs to capability

IT information technology

JCTC Joint and Combined Training CapabilityJOC OPR Joint Ope rations C ommand Opera tional

PreparednessRequirement

MST mission specific training

NSF national skills framework

OLOC operational level of capability

Edition 2 13

ADDP 7.0

PA public affairsPMS preparedness management system PMSA program of major service activities

QSR Quarterly Strategic Review

RN readiness noticeRTO registered training organisationRTS raise, train and sustain

SECDEF Secretary of Defence

TRG training

VCDF Vice Chief of the Defence Force

14 Edition 2