ADDP 7.0

DOCTRINE AND TRAINING SERIES

ADDP 7.0

TRAININGAustralian Defence Doctrine Publication (ADDP) 7.0—Training, is issued for use by the Australian Defence Force and is effective forthwith. This 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 reproduced by any process without 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 Australian Government Department of Defence, its contractors and their equivalents in USA, Canada, New Zealand and Great Britain, and other Australian Federal Government Departments and Agencies.

All Defence information, whether classified or not, is protected from unauthorised disclosure under the Crimes Act 1914. Defence 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.

The Commanding Officer of the Joint Warfare Doctrine and Training Centre is the approving authority for the release of Unclassified joint doctrine publications to countries not covered by the secondary release statement.

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

Defence Publishing ServiceDPS: October 2011

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FOREWORD1. ADDP and Australian Defence Force Publications (ADFP) 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 prescriptive as represented by Defence Instructions, and has legal standing. Doctrine is not policy and does not have legal standing, however, it 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 the skills of its people. The Australian Defence Force (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 of this publication is to describe the principles, models and systems that provide the basis for ADF training. They are designed to provide commanders, managers and supervisors with a description of how they should conduct training within their own areas of responsibility.

4. Chapter 1 details the scope of the publication with subsequent chapters describing ADF training based on a principle and, systematic approach to prepare for operations. The primary objective of ADF training is to provide a capability advantage over potential adversaries, through the superior individual and organisational knowledge, skills and attitudes of its workforce. Other important objectives include the efficient and accountable use of Defence resources, workforce attraction and retention, compliance with legislation, targeted international 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 Defence Force Publication (ADFP) 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 hierarchy of ADDP and ADFP and the latest electronic 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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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 Force (ADF) trains individuals and the force element (FE) to develop the knowledge, skills and attitudes that enable Australia to conduct successful military operations. The ADF follows a systematic approach to training that focuses on developing military capabilities that align with Government direction and strategic guidance.

Scope 1.2

1.2 The focus of this publication is ADF training in preparation for operational deployment. Training, education and professional development for military members are complementary learning activities that contribute to the achievement of professional mastery. The distinction between these activities is often blurred and there will be occasions when they are being achieved concurrently. Information relating to military education and professional military development is available from the Australian 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 training responds to the needs of Defence capabilities, preparedness requirements and mission specific operational requirements.

• Individual and collective training activities are integrated elements within a single training continuum.

• Training cycles generally allow for force elements (FE) to progressively build to a directed level of capability, maintain that level for a certain period of time, deploy on operations as required, 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’ describes the higher level roles 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 training in terms of the Defence Training Model, Defence Capability Support Life Cycle, Preparedness Management System and the integrated ADF training cycle.

• Chapter 5—‘Training Context’ discusses the training context, focusing on a whole-of-Defence approach, train as you operate, and other considerations which impact on ADF training.

• Chapter 6—‘Innovation and Technology’ discusses innovative approaches to training, training technology and simulation.

Components and outcomes 1.4

1.4 ADF training components. ADF training consists of individual and collective training in readiness for operational preparedness and mission specific activities. There is a progression from generic military foundation training to specific operational training as the individual or FE becomes more skilled. Not all individuals who complete foundation or even preparedness 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. Foundation training is that blend of training which develops an individual as well as the collective 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 individual readiness for operations, minor and major equipment is expensive to procure and sustain throughout 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 range of operations. The ADF’s preparedness management system determines the training to be resourced and undertaken within a training cycle. This training ensures FE are trained to respond to contingencies in accordance with directed readiness levels. Preparedness training requirements may change from one training cycle to the next in accordance with security assessments.

1.8 Figure 1–1 depicts a scene from Exercise HAMEL 2010, which was the first foundation and preparedness training exercise conducted by newly formed Army Forces Command comprising about 85 per 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 this 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 individuals and FE to be ready for and successfully execute operations in a specified theatre. Mission specific training (MST) is only undertaken by FE assigned to an operation and is focussed on 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 as separate activities, it is more accurate to see them as integrated 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 training focuses on the knowledge, skills and attitudes needed to perform a specific role. Individual training also anticipates and complements an individual’s career development path. Collective training focuses on the combined skills and knowledge a FE 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 training is a cyclical process. Considerations such as career 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 level for a certain period of time, deploy on operations 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 and financial guidance, operational requirements, preparedness requirements, career management requirements, operating cost management, and the perishability of knowledge and skills. It is fundamental that training cycles are predicated on the conduct of timely, relevant and resourced activities.

1.15 In general, FE training cycles are based on a two-year period, in accordance with Defence Planning Guidance (reviewed annually), Quarterly Strategic Reviews, Chief of the Defence Force Preparedness Directives (CPD) (issued annually), Joint Operations Command Operational Preparedness Requirements (JOC OPR) (issued annually), 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 includes the initial generation of forces as part of a new capability 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 DLOC and progress to their operational level of capability by completing MST.

• Phase 4—Reconstitution. This phase follows a period of operational deployment or sustained readiness. The training focus will be on individual and small team training.

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

Lieutenant General John Monash assumed command of the Australian Corps in mid-1918, following an extended period of largely unproductive trench warfare by the Corps 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 section of the German line which bulged out in a small salient area around the village of Le Hamel, north-east of Villers-Bretonneux.

Monash, an engineer in civilian life, was determined to take advantage of new technology available to him to break through the German line. His innovative plan involved the coordinated use of aircraft, tanks, artillery and infantry in combined arms manoeuvre. Monash and his staff meticulously planned the attack and conducted extensive briefings. A critical element of Monash’s plan was the conduct of mission specific training in the days leading up to the battle, that allowed the infantry and armour to develop and practise tactics for the attack and establish mutual trust and confidence. Monash had a particular appreciation for the benefits of training, having earlier in the war written a pamphlet ‘100 Hints for Company Commanders’ which became a heavily utilised basic training document.

As a result of the mission specific preparations instigated by Monash, the Battle of Le Hamel, fought on 4 July 1918, was a brilliant success. “All over in 93 minutes...the perfection of teamwork”, Monash noted in his diary. This result was in stark contrast to previous battles using conventional tactics, where the fighting could have lasted for weeks or months with much higher 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’ details the strategic 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 range of training circumstances. The relative 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 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.

• 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 level are responsible for ensuring that 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 achieve 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 provide resources that are adequate to meet priority ADF training requirements, particularly for mission specific training (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 approach to ADF training, including common terminology, processes, methods, and continuous improvement regimes. The systems approach ensures that training develops the knowledge, skills and attitudes required for Defence capability. In addition, training priorities, plans, and resource allocations are linked to Defence strategy, specific capability systems, workforce plans, legislated or directed requirements, and a multiplicity of initiatives and projects. The DTM is described in Australian Defence Force Publication (ADFP) 7.0.2—The Defence Training Model.

2.5 Assure quality and continuously improve. The ADF applies continuous improvement and quality assurance processes to activities and systems including, as appropriate, national quality frameworks, evaluation benchmarking against internal, national and international standards. Continuous improvement is an integral component of the DTM.

2.6 Integrate individual and collective training. Individual training focuses on the knowledge, skills and attitudes that individuals need to perform a job role. Collective training focuses on the 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. Individuals acquire knowledge and skills as they move between individual and collective training activities. Timely confirmation and reinforcement of what has been learned in an individual training situation is required in a collective training situation; therefore, the two need to be closely integrated. For example, Exercise High Sierra represents the final 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 pilots to practise air-to-surface weapons training 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 stages in a training cycle, training activities should replicate or simulate operational circumstances and environments as realistically as possible. Training situations should be challenging, complex, ambiguous and unpredictable. This will ensure the application of knowledge and skills to the performance standard required on operations has been achieved. Safety and resource limitations generally mean that training cannot be conducted in every potential operational circumstance; therefore, commanders need to optimise training opportunities by selecting challenging scenarios that are representative. Simulation can be used to enhance realism in training. Where appropriate, training should involve joint, multinational and multi-agency participants.

2.8 Maintain strategic relevance. All ADF training is derived from strategic guidance and is focused on the operational tasks that flow from that guidance. Fundamental tasks 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 relation to their assigned operational preparedness objectives. 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 values of professionalism, loyalty, integrity, courage, innovation and teamwork;

• Respect for individuals, needs and preferences;

• Mutual respect of people’s diversity and an environment free from bullying and harassment;

• Compassion and inclusivity but with the ability to use lethal force, when and if required;

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

• Technically competent trainers who continuously improve their performance.

2.10 Adopt a whole-of-Defence approach. The ADF adopts a whole-of-Defence approach to training, subject to meeting the specific requirements of commanders. Where more than one Service has a similar training requirement, Defence policy 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 skills needed for joint activity, the responsibility for provision 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 training. The ADF aims to be a leader in training, through a research-based approach to the integration of innovative practices and selected proven technology. Emphasis is placed on those technologies that enhance flexible and effective training delivery options, and on simulation applications that offer advantages in safety, flexibility, cost, rapid development, and accelerated learning. The ADF exploits training technology support from commercial service providers when appropriate.

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CHAPTER 3

GOVERNANCE 3

Introduction 3.1

3.1 ADF training is managed to ensure that capability is generated, prepared for operational contingencies and specific operations in accordance with strategic guidance. The Service Chiefs are responsible for conducting the majority of ADF training as part of their raise, train and sustain (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 elements (FE) are directed by the CDF to achieve preparedness requirements within specified readiness notice (RN) and resource limitations. FE assigned to operations achieve mission specific readiness through the conduct of training tailored to the specific requirements of their operational theatre.

3.3 ADF training governance ensures that commanders and managers have clearly defined roles, responsibilities and accountabilities, as well as 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 support ADF training governance, including the Defence Training Model, Capability Systems Life Cycle and Preparedness Management System, are discussed in chapter 4—‘Systems’.

Executive summary

• Training governance responsibilities have their genesis at the highest level of Defence management through ministerial direction to the Secretary of Defence (SECDEF) and Chief of the Defence Force (CDF).

• Training governance includes a range of defined command responsibilities assigned to Service Chiefs and Group Heads, cascading down to commanders at all levels.

• SECDEF and CDF take advice from higher level Defence committees and make decisions regarding ADF training concepts, 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 Government direction and strategic guidance. 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 Government direction and strategic guidance. It is important that the strategic relevance of training is allowed to permeate all levels of training and is reflected in training plans.

3.6 At the highest level, ADF training needs are derived from strategic guidance, strategic level capability, preparedness and operational planning documents and policy statements as follows:

• Defence White Papers, released about every five years, present the Government’s long-term strategic direction and commitments for Defence as well as future capability requirements.

• Defence Planning Guidance (DPG), released and reviewed annually, is the Government’s classified defence planning document and Defence’s lead classified strategy document amplifying the policy guidance of the White Paper. DPG articulates the strategic priorities that guide Defence to produce the military outcomes directed by Government. Within Defence, DPG sets strategic guidance for managing strategic risk, military strategy, force structure planning and capability development, preparedness and mobilisation, force posture, international engagement and resource planning.

• The Quarterly Strategic Review (QSR) advises CDF of potential 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 account of changing strategic circumstances, new technologies and changed priorities, and the context of the overall Defence budget.

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• The CDF Preparedness Directive (CPD) is released annually. The CPD details preparedness tasks and responsibilities for each of the Services and Groups.

• The Joint Operations Command Operational Preparedness Requirement (JOC OPR), released annually, specifies Defence preparedness requirements to achieve the outcomes sought by 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 Workforce Development Framework is a subordinate document to the Defence Strategic Workforce Plan and provides guidance for training and development strategies and policies to be aligned with Defence 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, providing strategic guidance for the development and employment of ADF capability. ADDP–D provides higher level guidance for the planning and conduct of ADF operations.

• Mandatory training requirements are derived from legislation and/or policy, such as Occupational Health and Safety, Equity and Diversity, Security, Fraud and Ethics training.

3.7 These documents provide a basis for the development of comprehensive training plans that integrate capability and preparedness requirements, policy requirements and short-notice requirements such as operations.

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HISTORICAL EXAMPLE—STRATEGIC RELEVANCEEMPIRE AIR TRAINING SCHEME

At the outbreak of the Second World War the British Government realised it did not have adequate resources to maintain the Royal Air Force in the impending air war in Europe. While British factories could rapidly increase their aircraft production, there was no guaranteed supply of trained aircrew. Pre-war plans had identified a need for 50 000 aircrew annually, but Britain could only supply 22 000.

To overcome this problem, the British Government put forward 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 December 1939 which established the scheme known in Australia as the Empire Air Training Scheme. Under the scheme 50 000 aircrew would be trained annually, each Dominion 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 undertook to provide 28 000 aircrew over three years, which represented 36 per cent of the total number of proposed 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 Australian Air Force schools were established across Australia to support the scheme, including Elementary Flying Training, Service Flying Training, Air Navigation, Air Observer, Bombing and Gunnery and Wireless Air Gunnery. The scheme effectively ended in October 1944, although it was not formally 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 at the highest level of Defence management. The Minister for Defence, under the Defence Act 1903, provides SECDEF and CDF strategic direction to achieve the Government’s defence outcomes—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 Australia and its national interests;

• timely and responsive advice;

• proper stewardship of people and of financial and other resources, including operating within budgeted financial targets; and

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

3.9 SECDEF and CDF. At the highest level in Defence, SECDEF and CDF are jointly responsible to the Minister for Defence for ADF capability and preparedness. In addition, CDF exercises full command of the ADF and is therefore responsible for the conduct of operations. SECDEF and CDF exercise their training-related governance responsibilities in consultation with members of the Defence Committee (DC), Chiefs of Service Committee (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. Capability managers have defined responsibilities for managing training throughout the life cycle of a capability. These responsibilities are also discussed in chapter 4. Resources for RTS activities required by capability managers to meet preparedness levels are planned, agreed and allocated through the Defence Budget process, both directly and through Customer Service Agreements and Materiel Sustainment Agreements. Capability managers are responsible for the efficient and accountable use of Defence resources in training for capability and preparedness.

3.11 Service Chiefs. The Chief of Navy, Chief of Army and Chief of Air Force conduct RTS for their respective Services. They exercise full command over their Service, less forces assigned to Chief of Joint Operations (CJOPS) for operational employment. The Service Chiefs provide input to the DC, COSC and DCIC on Service training requirements. They are key

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stakeholders in the capability development process, providing training input at each stage in the capability life cycle, and they take lead responsibility during the in-service phase, including the conduct of individual and collective training. Service Chiefs are responsible for defining the training that 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 responsible for strategic management of preparedness and joint capability management. VCDF Group (specifically, Joint Capability Coordination Division) is responsible for drafting the CPD and reporting Defence’s preparedness. VCDF as the joint capability manager is responsible for the Department’s ability to generate and deliver joint capability. VCDF achieves the joint capability management function through Commander Joint Logistics, Commander Joint Health and Commander Australian Defence College (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. Other capability managers are Chief Information Officer, Deputy Secretary Intelligence and Security and Strategic J4. Further details on the responsibilities of capability managers are contained in the Defence Capability Development Manual.

3.14 Chief of Joint Operations. CJOPS employs those capabilities assigned by the Service Chiefs and other capability managers to specified operations. CJOPS is responsible for the preparedness of joint forces, defining doctrine and the training needs and strategies for joint operations, and for the conduct of joint collective training. CJOPS is directed by CDF via the CPD to produce 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 contingencies. CJOPS also prepares the Program of Major 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 mission specific training, which may include individual and collective training as well as a range of other preparations. The Service Chiefs play a key role in preparing forces for operations and normally conduct mission specific training and certification. Further details are contained 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 capability managers to initiate analysis of training 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 relevant whole-of-Defence skill requirements, and for ensuring that their personnel acquire these skills. Defence Groups and DMO are responsible for resourcing all training and development to meet their Group-specific requirements.

Command responsibility 3.19

3.19 Training is a function of command, and commanders at all levels must ensure their subordinates are capable, through effective training, of doing their jobs under operational conditions. Commanders are responsible for applying the principles of training (see chapter 2—‘Principles’) and in particular exercising their command responsibility for training, integrating individual and collective training, and recognising the human dimension in training (and thereby optimising the learning culture). Commanders 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 ability of commanders and managers to meet their training obligations is premised on their access to sufficient funding, personnel, infrastructure, training programs and other resources.

3.21 Commanders are also expected to fulfil their role as leaders, mentors and coaches in the workplace, and by personal example create a learning environment in the workplace.

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Defence committees 3.22

3.22 Higher level committees within Defence provide advice to senior management on matters related to capability and preparedness, including associated matters such as ADF training. It is through the committee process that SECDEF and CDF take advice and make decisions regarding ADF training concepts, policies, priorities and plans. Defence committees with training governance responsibilities include the following:

• The Defence Committee. The DC is the primary advisory body supporting SECDEF and CDF in meeting their joint obligations under the Ministerial Directive for the management and administration of Defence. The DC approves the Defence Strategic Workforce Plan, upon which the Defence Workforce Development Framework is 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 Government. COSC is the senior committee for consideration of joint and combined military training issues. COSC is chaired by CDF.

• Defence Capability and Investment Committee. The DCIC reviews major capability and investment issues by seeking to ensure resourcing, including capital investment and operating costs, is consistent with Defence’s strategic priorities and resourcing strategy. The DCIC and its subordinate committee, the DCC, consider ADF capability projects and therefore associated training issues as appropriate. An important part of examining options to meet a capability gap is to explore the possible workforce implications 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 of critical workforce initiatives and people policies needed to generate organisational capability required by Defence. The DPC is the primary senior committee for consideration of Defence personnel, training and development issues. The DPC may refer issues to the DC for further consideration. The DPC is chaired by DEPSEC PSP.

• Defence Education and Training Committee. The DETC is the Defence committee dedicated specifically to the consideration of education, training and development issues. It provides strategic level oversight, direction and coordination of Defence education and training to ensure that the current and future needs 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 operational contingencies, and mission specific training for an operational theatre. Training extends across the three Services, joint force elements (FE), regular forces and Reserves, individuals and collective FE, whole-of-Government participants and multinational forces, and balances activity with available resources.

4.2 Impacting on ADF training needs is the acquisition of new equipment and the preparedness requirements to undertake operations. The 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 purpose of this chapter is to describe the DTM and the interrelationship between the CSLC and the PMS.

Executive summary

• The systems approach to training produces the training required to support the foundation needs of Australian Defence Force (ADF) capabilities, preparedness training for a range of operational contingencies and mission specific training for an operational theatre.

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

• At the highest level, ADF training needs are derived from strategic guidance, strategic level capability, preparedness and operational planning documents and policy statements.

• The Capability Systems Life Cycle (CSLC) supports capability management and associated individual and collective training inputs.

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

• The integrated training cycle integrates foundation training and preparedness training and prepares force elements for operational 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 and collective training, new capability training needs, changes to existing training and emerging training needs. The full DTM process should be followed for new capability requirements, and 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 compiled for training, together with the strategies for 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 evaluate performance are prepared in accordance with the agreed 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 the review processes for the training. Fully developed training courses or activities 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 recommendations for improvement. Evaluation involves the application of prescribed training levels and standards linked to preparedness or capability requirements.

4.6 For further information on The Defence Training Model refer 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 Defence White Paper provides guidance on all future capability requirements. The CSLC is triggered by determination of a capability need as expressed in the Defence Capability Plan. The CSLC is 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 size, skill sets, training requirements and costs of military and civilian personnel are all important considerations in the acquisition of new platforms and/or weapon systems. Training for new capabilities involves a systematic approach to investigating, developing and implementing the training, doctrine and workforce management requirements for emerging systems. The Defence Capability Committee has mandated the use of a workforce checklist to ensure that workforce issues are adequately 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 training concepts and doctrine requirements;

• Acquisition phase—analyse, design and develop training management plans, conduct introduction-into-service training, 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 and the DTM is depicted in figure 4–3. The CSLC is 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 is designed to optimise the ADF’s readiness to undertake operations in a range of contingencies and ensure the ADF is capable of sustaining these operations within fiscal constraints. Headquarters Joint Operations Command (HQJOC) manages preparedness activities through the Program of Major Service Activities (PMSA), along with international engagement commitments.

4.12 The PMS includes a four-phase cycle 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 Government guidance and strategic 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. The review phase considers preparedness reports and assesses the ongoing appropriateness of preparedness levels 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 cyclical process that integrates foundation training, preparedness activities, mission specific training and individual career development training. Training allows individuals and FE to progressively 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 integrated 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 mainly applicable to new capabilities, and only FE assigned 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 one FE to the next. Operational commitments and 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 operations, exercises and other training activities. See ADDP 00.4—Operational Evaluation for details. On a broader scale, training evaluation informs organisational learning, which 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 includes both operational and non-operational activities, as well as those of other allies or organisations of interest. Information is analysed in order to identify knowledge that may then 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 is applied to doctrine and operational concepts, and long-term learning is applied to future concepts and capability development.

Collective training 4.17

4.17 Collective training involves the simultaneous and sequential performance of related individual tasks, in a collective training environment, to produce group outputs and outcomes. Collective training involves creating, replicating or simulating the operational conditions under which tasks are expected to be performed. Collective training encompasses small single-Service team training through to multinational joint task force exercises. In accordance with the comprehensive approach, collective training needs to include, when appropriate, participants from other Government departments, non-government agencies and organisations and multinational forces and organisations. Combined collective training with regional neighbours enables members of the ADF to hone their skills, work as a combined force and build relationships with participating nations. 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 details on the planning and conduct of collective training are described in ADFP 7.0.3—Exercise Planning and Conduct. The collective training phases are as follows:

• Analyse. Capability and preparedness documentation is analysed to determine the operational outcomes required, tasks that need to be performed to achieve those outcomes, and the FE required. The operational tasks are in effect collective competencies.

• Design. A collective training continuum is designed that allows for progression from small group training to major FE training. Tasks are analysed to determine training and evaluation strategies. Conditions, performance measures and standards are specified for each task. Tasks are grouped into training steps, and training objectives, methods and frequency are determined. Evaluation objectives are identified.

• Develop. Training steps are developed into exercises. This phase spans the exercise concept development and detailed 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 exercise. The focus of this phase is to ensure that specified conditions for the performance of tasks are replicated, training FE are given adequate opportunities to complete specified tasks, evaluation tasks are completed and training objectives are achieved.

• Evaluate. Evaluation involves monitoring training conditions, measuring performance, comparing measured performance with specified standards and reporting evaluation outcomes. Evaluation reporting should be framed in fundamental inputs to capability terms, so that appropriate preparedness reporting, capability and training development action can be initiated.

Individual training 4.19

4.19 Individual training provides 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 requirements of collective training and meets the career development needs of the individual. Therefore, individual training is both cyclical in concert with the collective training cycle of the FE to which the individual is posted, and a continuum which progresses throughout the individual’s career. An individual’s training continuum is also closely aligned to their education and professional development needs.

4.20 Individual training is conducted at ADF training establishments and within the workplace, and the two environments are complementary in terms of achieving and reinforcing individual training outcomes. Effective training needs to be supported by qualified instructors, assessors and supervisors. The focus of individual training is the attainment of proficiency, which includes qualifications, competencies, licenses, experiences, expertise in trades or streams, and skills.

4.21 Individual and collective training are therefore complementary activities that have a common goal. Where possible, the intent is for individuals to move seamlessly between individual and collective training situations, and the distinction between the two will often be blurred. The application of the DTM is described in further detail in ADFP 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 the ADF on operations is determined from a whole-of-Government perspective.

5.2 The place of training in the ADF differs from that in most other organisations. For the ADF, training is the foundation of military capability, and the conduct or support of training is a primary activity of the ADF. The ADF conducts training at designated 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 develops its workforce through highly structured through-career programs that integrate formal education and training with on-the-job experience. Active career management combines with workforce plans to ensure ADF staffing levels are consistent with levels authorised by Government, and respond to workforce turnover rates, introduction into service of new 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 civilian agencies to develop mutual understanding of roles, tasks, capabilities and limitations.

• The context for ADF training is based on delivering Defence 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 health and safety matters must be considered in the 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 whole-of-Government approach recognises the need for all elements of national power to contribute to a crisis response. The ADF is only one of many players that may be committed to an operation to achieve a strategic end-state. Other players may include relevant government departments and agencies, non-government organisations and industry. Training needs to prepare the ADF to work effectively alongside civilian agencies that specialise in law enforcement, development assistance, humanitarian relief, health, correctional services, municipal services (such as water and infrastructure), education, and political and administrative governance.

5.5 The impact on training is two-fold: ADF training scenarios need to reflect the multidimensional nature of operations, and the ADF needs to train with civilian agencies to develop mutual understanding of roles, tasks, capabilities and limitations. Figure 5–1 depicts a Joint 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 efficient training outcomes by rationalising the use of training infrastructure and resources. Training rationalisation is the process of

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examining the management and delivery of training to determine if enhanced outcomes for Defence capability are possible. Common training includes 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 details on the ADF approach to warfare are contained in Australian Defence Doctrine Publication (ADDP)–D—Foundations of Australian Military Doctrine; ADDP 00.3—Multinational Operations and ADDP 3.0—Campaigns and Operations.

5.9 Training reinforces the ADF approach to warfare. ADF training transforms individuals and the collective to be successful in the operational environment. Importantly ADF training encourages the sharing of knowledge and skills with selected allies and partners and is coordinated through the program of Major Service Activities (PMSA) managed by Headquarters Joint Operations Command (HQJOC).

5.10 Training provides the vehicle for individuals from different nations to build relationships, and through their personal contact, overcome interoperability issues that might otherwise be delayed by disagreements and misunderstandings.

5.11 Figure 5–2 depicts force elements from Australia, Malaysia, New Zealand, Singapore and the United Kingdom training together in 2010 under the Five Power Defence Arrangement (FPDA) to enhance their interoperability. The aim of Exercise BERSAMA PADU was to exercise force elements from maritime, land and air forces from member nations 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 operational context that reflects the contingencies for which the ADF is required to be prepared. This is the context within which realistic and relevant training scenarios and situations are developed. Details of preparedness contingencies are contained in the Joint Operations Command Operational Preparedness Requirement (JOC OPR).

5.13 Apart from achieving training outcomes related to the acquisition of knowledge and skills, training enables the ADF to shape the attitudes of its members. The attitudes sought are reflected in the values, ethics, core behaviours and codes of conduct that characterise the ADF. For example, 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 might apply on operations. Figure 5–3 depicts Special 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 bullying and harassment and actively supports Defence policies on related issues such as Equity and Diversity. There 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 training, particularly when conducted in a field environment, involves inherent risks through the involvement of live ammunition and ordnance, ships, vehicles, aircraft, exposure to the environment 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 responsibility, founded on the Occupational Health and Safety (Commonwealth Employees) Act 1991, the Regulations under the Act and associated codes of practice. Occupational health and safety matters must be considered in the training planning 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 as reasonably practicable. For example, figure 5–4depicts parachute training, which is a relatively high risk activity that requires meticulous risk management. Further details are contained in Australian Defence Force Publication (ADFP) 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 at least two years before the activity is conducted. The PMSA coordinates a rolling program of single Service, joint and combined training activities. Other exercises are conducted on a regular basis (typically six, 12 and 18-month cycles) to ensure that currency in skills and knowledge is maintained. A range of subjects are considered in the generic exercise planning process, as detailed in ADFP 7.0.3.

5.19 Resource management and cost consciousness. The Defence internal budget process provides for the allocation of resources, both funding and workforce, aligned with Government strategic interests, goals and priorities. Defence’s budget planning process is part of the broader Government budget process. Resources are only committed to training that aligns with strategic guidance and preparedness documentation including the Chief of the Defence Force Preparedness Directive, JOC OPR, PMSA and

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relevant subordinate documents. Resources for training activities to meet 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 financial reporting monitor the achievement of training objectives to ensure preparedness levels are achieved and deficiencies are identified. This information provides a basis for future training activities and provides insight into the cost of training as a component of capability and preparedness. The ADF provides advice on the cost of major training activities to the Minister and Senate Estimates Committee hearings. Resource attribution and consumption requires careful management during the conduct of a training activity. Commanders are responsible for optimising the use of resources, ensuring resources are used as intended and avoiding waste.

5.21 Environmental protection. The conduct of realistic live collective training is dependent on access to training areas. Defence is one of Australia’s largest land owners and is responsible for the environmental 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 Defence to manage its landholdings, and complies with statutory obligations specified in the Environment Protection and Biodiversity Conservation Act 1999.

5.22 Environmental management. Defence maintains the lead planning responsibilities for environmental management for all manoeuvre training exercises conducted in Australia. All training areas are subject to an environmental risk assessment process prior to the conduct of training. Environmental risks are managed in accordance with Defence protocols, Australian environmental legislation and other relevant policy. Environmental management includes mitigation measures, management protocols, compliance monitoring, incident response, evaluation and reporting.

5.23 Security. ADF training activities are potentially attractive targets for a wide spectrum of threats such as foreign intelligence services, terrorists, saboteurs and criminals. Security measures need to be carefully planned to protect against potential threats whilst allowing the activity to achieve its training outcomes. The Defence Security Authority and single-Service security authorities are responsible for conducting security 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 training often attracts a high level of public interest, especially when accidents or unusual incidents occur. Ministerial accountability means that primary responsibility for public comment 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 of significant interest or concern to parliamentarians and 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 activities are subject to the provisions of state, Commonwealth and, where applicable, international law and, when conducted overseas, the laws of host nations. Legal planning considerations may extend to issues such as Status of Forces Agreements, logistic support contracts, carriage of arms, insurance, access to civil infrastructure such as ports and airports, carriage of civilians and foreign forces in ADF aircraft and vehicles, advice to civil authorities regarding 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 conjunction with capability managers. This enables defence industry to develop and embed training systems, such as simulation, into new capabilities. Part of this process of engagement with defence industry is enabling defence industry to recruit and develop people who 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 and social changes present both challenges and opportunities for the Australian 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 operational advantage. In the future, operational requirements and support systems will become more complex and dynamic, combat forces more interdependent, and supporting organisations and functions more integrated. These changes demand continual innovation.

6.2 Training innovation enhances flexible and effective training delivery options. Technology and simulation applications provide opportunities for 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. Technological advances will often drive innovation; however, 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 actively seeks to exploit advances in technologies to enhance training delivery options. For example, the innovative application of developments in information technology (IT) provides opportunities to enable greater flexibility in delivery, particularly where training audiences are dispersed or operating in different environmental domains. Science is

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 effectiveness and make best use of resources.

• Simulation supports training with a wide group of tools, techniques and technologies, ranging from calculative models through to high-fidelity representations of Defence capabilities and environments.

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important to training innovation and the Defence Science and Technology 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, ranging from calculative models through to high-fidelity representations of Defence capabilities and environments. Simulation plays an important role in support of training. Simulation also has other applications such as in support of planning, analysis and experimentation. In training, simulation is used to create realistic 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 initiative designed to enhance high-end bilateral training, increase and measure operational capability, improve interoperability, and facilitate capability development. JCTC has been designed to use a networked approach to training. The JCTC network is an architecture that links training management systems, training areas, simulators, headquarters and units. JCTC enables live instrumented land forces to interact with live instrumented aircraft, virtual simulators and constructive simulations.

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6.6 Simulation is often categorised as being Live, Virtual, or Constructive. These are common terms representing different styles of simulation; however, they do not in all circumstances accurately reflect the design or implementation of modelling and simulation:

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

• ‘Virtual’ characterises simulations that predominantly comprise real people in computer representations of the real world.

• ‘Constructive’ characterises simulations where individuals generally stimulate (provide inputs to) computer-generated models but they are not necessarily involved in determining the outcomes of the simulations. Constructive simulations are used typically in situations such as combat engagement, where participants seek to achieve a specified military objective given pre-established resources 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. The Combat Training Centre - Live Instrumented System (CTC-LIS) uses laser and radio engagement range instrumentation systems to track exercise participants, capture training events and enable replay, analysis and objective performance feedback.

Virtual. Virtual simulations include the variety of flight simulators 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 undertake gunnery training using crew procedural trainers that simulate actual equipment.

Constructive. The Australian Brigade and Battlegroup Simulation (AB2S) is designed to provide commanders with a tool to train, 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 resources directly through savings in operating costs and extended service life of equipment and indirectly by improving the quality of decision-making.

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• Reduce risk by reducing exposure to hazardous situations and allowing the likely implications of decisions and changing circumstances to be assessed in advance.

6.9 Future training simulation capabilities will 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 capability managers at the outset of the capability development process.

Figure 6–2: Undergoing simulation training prior to deployment

Flexible learning 6.10

6.10 The ADF is a large, complex and dispersed organisation that needs access to flexible training options. Flexible learning includes distance learning, electronic learning, mobile learning, 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 terms of cost effectiveness, flexibility and accessibility. Technology provides opportunities to extend learning within and beyond the classroom.

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6.11 Flexible learning may involve a program of self-paced e-learning, online interaction with an instructor, practical training on a model or simulation, and finally training on actual equipment. Small arms training provides an example of flexible learning, as the trainee 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 receiving information and innovative 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, open and distributed training will not suit all training situations. Balanced decisions need to be made during the training analysis and design phases of the DTM to match training delivery modes 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 first phase of the Defence training model which involves identifying and evaluating training and other options for enhancing capability.

assessmentThe process of collecting evidence and making judgements on the nature and extent of progress towards the performance requirement.

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

Australian Quality Training Framework (AQTF)The nationally agreed recognition arrangements for the vocational education and training sector. Note: the framework is based on a quality management system for the registration of training organisations seeking to deliver training, assess competency 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 training that enables a variety of methods in which trainees can learn and demonstrate competence.

capabilityThe power to achieve a desired operational effect in a nominated environment within a specified time and to sustain that effect for a designated period. Note: it is delivered by systems 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 involved with defining requirements for future capability, principally during the requirements phase of the capability systems life cycle.

capability managerRaises, trains and sustains in-service capabilities through the coordination of fundamental inputs to capability.

CDF preparedness directive (CPD)The principal strategic level directive contains strategic planning guidance, lists military response options, determines preparedness requirements, and informs all subordinate preparedness 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 officially recognising that organisations, individuals, 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 allied forces for the planning and conduct of an exercise.

commandThe authority which a commander in the military Service lawfully exercises over subordinates by virtue of rank or assignment. Notes: 1. Command includes the authority and responsibility for effectively using available resources and for planning the employment of organising, directing, coordinating and controlling military forces for the accomplishment of assigned missions. 2. It also includes responsibility for health, welfare, morale and discipline of assigned personnel.

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common trainingIndividual training with common learning 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 phase of the Doctrine training model which involves the full-scale implementation of training whereby fully developed training activities are programmed, administered, run, assessed and recorded using pre-prepared measurement tools and training materials.

continuous improvementA planned process which allows an organisation to systematically review and improve the quality of its products, services and associated processes.

curriculumThe specifications for a course, subject or module which describe all the learning experiences a student undergoes, generally including objectives, content, intended learning outcomes, teaching methodology, recommended or prescribed assessment tasks, assessment exemplars, and so on.

Defence training model (DTM)The name the Australian Defence Organisation uses 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 phase of the Defence training model during which the required outcomes of training, together with the measurement tools and delivery methods to achieve them, are determined.

developmentThe growth or realisation of a person’s ability through conscious or unconscious learning.

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develop phaseIn this third phase of the Defence Training Model, the materials needed to conduct training and evaluate 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 funded level of capability maintained during a specific budget period. It is formally agreed in organisational performance agreements between the Secretary of Defence (SECDEF)/Chief of the Defence Force (CDF) and each of Defence’s six outcome executives. It captures the levels of capability to be maintained to meet preparedness, ongoing operations, and known national task requirements. It is expressed in terms of assigned force elements (FE), tasks, authorised readiness and sustainability requirements against each organisational performance outcome. Joint Operations Command (JOC) may risk manage the FE options available for each organisational performance outcome. The difference between the JOC operational preparedness requirement derived level 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 objectives. It is authoritative but requires judgement in application.

elements of national powerAll the means which are available for employment in the pursuit of national objectives.

environmentThe surroundings in which an organisation operates, including air, water, land, natural resources, flora, fauna, humans, 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 Australian Defence Force usage, a systematic, objective assessment of the appropriateness, effectiveness or efficiency of an initiative, policy, project, service, function or operation.

exerciseA military manoeuvre or simulated wartime operation involving planning, preparation, and execution. It is carried out for the purpose of training and evaluation. It may be a combined, joint, or single service exercise, depending on participating organisations.

exercise control (EXCON)The agency through which the exercise director manages the exercise environment. Note: the lead planning agency normally provides exercise control cadre staff with other positions being filled by 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 military doctrine to achieve the level of capability necessary to conduct operations effectively. Notes: 1. In the medium-term to the long-term, military capability will vary due to changes in force generated by the capability development progress. 2. In the short-term, force structure is the more constant component of military capability and the level of capability available for operations is determined by the Defence’s management preparedness of the current force.

full commandThe military authority and responsibility of a commander to issue orders to subordinates. It covers every aspect of military operations and administration and exists only within national services. Note: the term ‘command’, as used internationally, implies a lesser degree of authority than when it is used in a purely national sense. No North Atlantic Treaty Organisation (NATO) or coalition commander has full command over assigned forces since, in assigning forces to NATO, 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 physical, mental and social wellbeing compatible with 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 acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. Examples: computers, ancillary equipment, software, firmware and similar procedures, services including support services, and related resources, including national security systems.

infrastructureA term generally applicable for all fixed and permanent installations, fabrications, or facilities for the support and control of military forces.

interoperabilityThe ability to act together coherently, effectively and efficiently to achieve Allied tactical, operational and strategic objectives.

joint trainingTraining for personnel from two or more Services including APS, delivered to meet the proficiencies required for employment 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 development, acquisition, storage, movement,

distribution, maintenance, evacuation, and disposal of materiel;

b. transport of personnel;c. acquisition or construction, maintenance, operation, and

disposition of facilities;

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

manoeuvreThe operation of a ship, aircraft, or vehicle, to cause it to perform desired movements.

missionA clear, concise statement of the task of the command and its purpose.

modelA physical, mathematical or otherwise logical representation of a phenomenon, entity, system or process.

mountingAll preparations made in areas designated for the purpose, in anticipation of an operation. It includes the assembly in the mounting area, preparation, and maintenance within the mounting area, 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 Australian Quality Training Framework and nationally endorsed training packages, accredited courses and supporting material.

non-government organisation (NGO)A voluntary, non-profit-making organisation that is generally independent of government, international organisations or commercial interests. The organisation will write its own charter and mission.

operationA designated military activity using 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 all non-Australian Defence Force Federal, State, Territory and local government departments, agencies and authorities, which include police and emergency services, and includes both Australian and host nation (HN) departments, and the use of the term other government department will refer to both unless prefixed with either Australian or the HN.

preparednessThe measurement of how ready and how sustainable forces are to undertake military operations. Note: it describes the combined outcome of readiness and sustainability.

program of major service activities (PMSA)The tool used by the Chief of Joint Operations to coordinate, schedule and manage activities necessary to achieve and maintain required levels of Australian Defence Force preparedness.

public affairs (PA)The coordinated information output of all government activity undertaken in support of operations to inform the public and influence decision-makers in support of policy and to reinforce the diplomatic and political objectives.

raise, train and sustain (RTS)The generation, preparation, and maintenance of Defence capability by designated capability managers at the level of capability specified in preparedness directives. Notes: 1. Service Chiefs raise, train and sustain (RTS) through the exercise of full command. 2. Before and after assigning forces to operations, RTS encompasses Service Chief requirements to: a. Generate force elements (FE) (capability) 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 Joint Operations (CJOPS) requirements to: (1) Generate joint forces capability in accordance with force structure priorities. (2) Sustain joint forces through the provision of appropriately prepared FE. (3) Provide support to assigned forces. (4) Be the coordination authority for technical control (TECHCON) of assigned forces and the arbiter of disputes between operational and TECHCON priorities. 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 assigned forces, through CJOPS, as the coordinating authority. (4) Provide TECHCON advice to CJOPS for assigned forces, including priority notification of any impact on operations.

readiness notice (RN)The specified amount of time in which a force is to complete its work-up from the directed level of capability/minimum level of capability to operational level of capability.

regenerationThe timely activation, in full or in part, of existing force structures and infrastructure, including the restoration of manning, equipment and stocks to designated levels.

registered training organisation (RTO)An organisation registered to deliver training and/or conduct assessments and issue nationally recognised qualifications in accordance with the Australian Qualifications Framework.

securityThe condition achieved when designated information, materiel, personnel, activities and installations are protected against espionage, sabotage, subversion and terrorism, as well as against loss or unauthorised disclosure.

simulationThe implementation or exercise of a model over time.

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

strategyThe art and science of developing and employing instruments of national power in a synchronised 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 which an operational 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 planned process to inculcate and modify knowledge, skills and attitudes through a learning experience to achieve effective performance in an activity or range of activities.

training packageDescribes an integrated set of nationally endorsed 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 consists of core endorsed components of competency standards, assessment guidelines and qualifications, and optional non-endorsed components of support materials such as learning strategies, 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 training that is to be employed, and how that training will be recorded.

unitA military element whose structure is prescribed by a competent authority.

vocational education and training (VET)Encompasses post-compulsory education and training, excluding degree and higher level programs delivered by higher education 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 weapons with all related 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 Executive Officer Defence 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 Operations Command Operational

PreparednessRequirement

MST mission specific training

NSF national skills framework

OLOC operational level of capability

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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

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