U.S. Marine Corps
PCN 144 000324 00
MCRP 7-20A.1
Training Plan Design
Limited Dissemination Control: None
UNITED STATES MARINE CORPS
27 January 2023
FOREWORD
Marine Corps Reference Publication (MCRP) 7-20A.1, Training Plan Design, provides guidance
to Marine leaders regarding how to create a standards-based unit training program. It introduces
unit training management (UTM) roles and responsibilities, beginning with the unit commander
and unit training planners. Building on Marine Corps Tactical Publication (MCTP) 7-20A, Unit
Training Guide, this publication explains how to use the Systems Approach to Training and
Education process to plan unit training.
The unit training plan, centered on the unit’s mission-essential task list and applicable training and
readiness standards, is the foundation for the unit’s training management process. Creating the
training plan begins with a comprehensive analysis of mission requirements, policies and
directives, and unit capabilities. The ongoing Systems Approach to Training and Education
process provides a mindset for approaching UTM. It ensures training aligns with standards and
progresses to meet the unit’s readiness requirements.
This publication has been prepared for leaders primarily at the battalion/squadron level and above
throughout the Fleet Marine Force. However, all leaders can apply the philosophy contained
herein, regardless of unit size. This publication reflects the methodology and techniques
developed to improve the Marine Corps’ overall training effort. It may also be used as a reference
for instruction to train leaders how to conduct and evaluate unit training design and management.
In conjunction with MCTP 7-20A, MCRP 7-20A.1 and the associated family of MCRPs
supersede MCTP 8-10A, Unit Training Management Guide, dated 25 November 1996 with
erratum dated 2 May 2016 and change 1, dated 4 April 2018; and MCTP 8-10B, How to Conduct
Training, dated 10 August 2005 with erratum dated 2 May 2016 and change 1, dated 4 April 2018.
Reviewed and approved this date.
ERIC R. QUEHL
Colonel, U.S. Marine Corps
Director, Policy and Standards Division, Training and Education Command
Publication Control Number: 144 000324 00
Limited Dissemination Control: None
MCRP 7-20A.1 Training Plan Design
iii
Table of Contents
Chapter 1. Training Plan Design
Intent ........................................................................................................................................... 1-1
Introduction to How to Plan Training ......................................................................................... 1-2
Roles and Responsibilities for Planning Training ...................................................................... 1-2
Training Plans ............................................................................................................................. 1-3
Documenting the Training Plan .................................................................................................. 1-4
Chapter 2. Training Plan Development
Mission and Mission-Essential Task List ................................................................................... 2-2
Commander’s Training Guidance ......................................................................................... 2-2
Training Schedule ................................................................................................................. 2-2
Analyze ....................................................................................................................................... 2-3
Mission .................................................................................................................................. 2-4
Mission-Essential Task List and List of Collective Training Events ................................... 2-4
Commander’s Assessment .................................................................................................... 2-4
Design ......................................................................................................................................... 2-5
Training Philosophy .............................................................................................................. 2-5
Training Priorities ................................................................................................................. 2-5
Commander’s Guidance ....................................................................................................... 2-5
Develop ....................................................................................................................................... 2-6
Major Events and Exercises .................................................................................................. 2-6
Directed Requirements ......................................................................................................... 2-6
Unit Planned Events .............................................................................................................. 2-6
Implement ................................................................................................................................... 2-7
Evaluate ...................................................................................................................................... 2-7
Chapter 3. Training Schedule Development
Analyze ....................................................................................................................................... 3-1
Design ......................................................................................................................................... 3-2
Develop ....................................................................................................................................... 3-3
Implement ................................................................................................................................... 3-4
Evaluate ...................................................................................................................................... 3-4
Conclusion .................................................................................................................................. 3-4
MCRP 7-20A.1 Training Plan Design
1-1
CHAPTER 1.
TRAINING PLAN DESIGN
INTENT
Marine Corps Reference Publication 7-20A.1, Training Plan Design, is the conception and
articulation of a framework for developing a training program to achieve the commander’s
mission-essential tasks (METs). Through years of deployments, executing similar missions in the
same area of operations, and externally levied mission requirements, the process of training plan
design has become overly burdened and bloated with non-essential elements. This publication
resets the requirements and re-introduces fundamental steps to designing training plans. It will
help leaders at all levels fully understand their specific roles and responsibilities in training plan
design. This publication reinforces a comprehensive training approach highlighted within Marine
Corps Tactical Publication (MCTP) 7-20A, Unit Training Guide, and complements other
reference publications identified in Figure 1-1.
Figure 1-1. Training Publications Hierarchy.
Leaders at every level are responsible for training their Marines to succeed in their assigned tasks.
Planning training to achieve success in combat is a challenge that involves balancing
requirements—from Service-directed individual training and education to individual and
collective training events (ITE/CTE)—to support the unit’s accomplishment of its mission-
essential task list (METL). Available time is always a limiting factor for a planner, and poorly
constructed training plans will inevitably squander time.
U.S. Marine Corps
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MCRP 1-10.1
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MCRP 1-10.1
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MCRP
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MCRP 1-10.1
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MCRP
MCRP 7-20A.1 Training Plan Design
MCRP 7-20A.3 Simulation Training Guide
MCRP 7-20A.4 Evaluations and Assessments
MCRP 7-20A.5 Training Data Management
USMC
USMC
PCN 147 000088 00
MCTP 10-10C
U.S. Marine Corps
DISTRIBUTION STATEMENT C: Distribution authorized to U.S. Government agencies
and their contractors; for official use only.
MCTP
MCTP 7-20A Unit Training Guide - Provides philosophical concept (why and
how) for training planning, event and exercise design, and evaluations.
MCRP 7-20A.2 Event and Exercise Design
MCRP 7-20A.1 Training Plan Design
1-2
INTRODUCTION TO HOW TO PLAN TRAINING
Training plans are guided by the Systems Approach to Training and Education (SATE) model, as
described in MCTP 7-20A. The SATE model is applied during conceptual, functional, and
detailed planning to produce one or more of the following types of training plans:
• Conceptual
. A long-range training plan, campaign plan.
• Functional. A mid-range training plan, staff section plans.
• Detailed. Short-range training plans.
Training planners, typically within the operations section, design a training plan that establishes
the training continuum for the unit to progress from the current level to the desired readiness
state. Training readiness requirements are based on the objectives established in the unit’s METL
and the commander’s training guidance (CTG). Training planners analyze all inputs, including
desired outcomes, to organize and prioritize the numerous competing constraints, restraints, and
requirements. Planners design individual components of the training plan and develop the
associated output products. The unit implements the training plan through conducting events and
exercises to achieve training and readiness (T&R) standards associated with each MET, and then
balancing and adjusting the plan against resource constraints and competing requirements to
most effectively achieve the commander’s desired outcomes. Continuous evaluation of the
training plan throughout all planning phases is necessary to determine plan effectiveness through
individual and unit performance indicators and state of overall unit training readiness.
ROLES AND RESPONSIBILITIES FOR PLANNING TRAINING
The unit commander is responsible for training. The commander and unit staff at every echelon of
command deliberately build training plans to ensure units are trained and prepared to conduct core
and assigned METs. Commanders will make use of assigned personnel as they see fit to plan unit
training. Examples of staff members typically engaged in planning for training are—
• Operations officer/operations chief.
• Executive officer/company operations chief/company gunnery sergeant.
• Training officer.
• Logistics Officer.
• Maintenance officer.
• Safety officer.
• Operations and Tactics instructor.
• Intelligence and Tactics instructor.
• Weapons and Tactics instructor.
MCRP 7-20A.1 Training Plan Design
1-3
TRAINING PLANS
Unit training plans serve as the guiding set of documents to direct unit preparations and provide
unity of effort in support of MET proficiency. The training plan provides structure, enabling a unit
to maintain focus on prioritized tasks (see Table 1-1). In conjunction with this structure, the use of
the SATE model allows for continuous evaluation and adjustment due to circumstances such as
poor individual or unit performance, a change in assigned tasks, budget or funding constraints, or
emerging concepts and technologies requiring additional focus on established standards. In this
manner, properly designed and implemented training plans are flexible enough to support
incomplete, unclear, or changing situations.
Training plans are constructed to—
• Achieve core and assigned MET proficiency for deploying units.
• Sustain core MET proficiency in the case of force providing units not in a training, exercise,
and employment plan (TEEP) deployment schedule.
Lengthy and complex training plans lead to uncertainty during execution. The Marine Corps trains
to prepare for war. As training relates to the principles of war, the most important elements to
consider should be a clearly stated objective, economy of forces and resources, and simplicity. The
outcome of a well-crafted training plan is an easily executable, well-designed, and thorough plan
that is understood by all and provides the most highly trained Marines that available time allows.
Table 1-1. Conceptual Planning Factors.
Training Plan (Conceptual Planning)
Type Training plan for deployment readiness Training plan for sustainment
Who Units WITH an assigned/scheduled deployment Units WITHOUT an assigned/scheduled deployment
Purpose Attain unit core and assigned MET readiness Attain and sustain unit core MET readiness
Focus Core and assigned METs Core METs
Governing
Documents
• T&R manuals
• Force generation order
• Marine expeditionary unit order
• Theater entry requirements
• T&R manuals
• Higher headquarters (HHQ) orders and directives
Duration Assumption of command to relief of command +30 Assumption of command to relief of command +30
Evaluation
• Marine Corps Combat Readiness Evaluation
(MCCRE)
• Mission rehearsal exercise (MRX)
• Service-level training exercise
• Marine expeditionary unit certification exercise
• MCCRE
Components
• Mission and METL/list of CTEs
• Commander’s training guidance
• Training schedule
• Mission and METL/list of CTEs
• Commander’s training guidance
• Training schedule
MCRP 7-20A.1 Training Plan Design
1-4
DOCUMENTING THE TRAINING PLAN
Each component of a unit’s training plan serves to ensure that the entire unit is progressing toward
the commander’s end state for training. Collectively, it provides guidance to the unit for the conduct
of training. The Marine Corps Training Information Management System (MCTIMS) unit training
module is the service program of record for documenting all aspects of the unit training life-cycle
and facilitates service reporting with the Defense Readiness Reporting System. As a repository for
all elements of the training plan, it is the most efficient manner for units to share and disseminate unit
training plans and documents. Marine Corps Order (MCO) 1553.3 Unit Training Management
Program establishes Marine Corps policy for the use of MCTIMS to document unit training.
MCRP 7-20A.1 Training Plan Design
2-1
CHAPTER 2.
TRAINING PLAN DEVELOPMENT
The purpose of a training plan is to develop the necessary steps based on problem framing and the
CTG to prepare the unit to accomplish its mission. A training plan organizes resources and events,
ensures all individual and collective requirements are accounted for, provides guidance to
subordinate individuals and units, and affords subordinate leaders the required time to train and
prepare their Marines. To meet the stated purpose, a training plan must be more than a simple
schedule. A training plan includes the following components:
• Mission statement and METL or list of CTEs that support the unit METL.
• CTG.
• Training schedule.
These collective components achieve the stated purpose of a unit’s training plan (see Figure 2-1).
Each component is an input that shapes the development of subordinate training plans. Training
plans are developed, at a minimum, by battalion-/squadron-level commands and higher. The HHQ
commander approves the unit’s training plan to ensure the unit commander’s initial assessment,
prioritization, and guidance are feasible and support the HHQ mission. Additionally, unit
commanders may further direct that subordinate units also develop their own training plans in
support of the HHQ plan.
Figure 2-1. Hierarchy for Training Plan Development.
Commander’s Life Cycle
Deployment Life Cycle
Deployment
6 months 12 months 18 months
Battalion/Squadron
and higher
Company
(as directed
by commander)
Platoon
(as directed
by commander)
Conceptual Training Plan Cycle
Mission and METL
CTG
Conceptual Training Schedule
Functional Training Plan Cycle
Mission and CTEs
CTG
Training
Schedule
(Executing)
Training
Schedule
(Planning)
Detailed Training Plan Cycle
Mission and CTEs
CTG
Training Schedule
(Executing)
Training Schedule
(Executing)
Training Schedule
(Planning)
Training Schedule
(Planning)
Training Schedule
(Executing)
Training Schedule
(Planning)
MCRP 7-20A.1 Training Plan Design
2-2
MISSION AND MISSION-ESSENTIAL TASK LIST
Problem framing is conducted at every level of command as the first step in building a training
plan. Inputs to this process are the HHQ training plans, an assessment of current unit proficiency,
and orders and directives applicable to training plan development. The output of this process is a
unit mission statement and a METL or list of evaluation coded T&R events that support the unit
METL. This effectively informs the unit and subordinate commands which specific tasks must be
trained and for which specific purpose.
Commander’s Training Guidance
The CTG is a brief document consisting of at least the three following sections:
• Training philosophy.
• Training priorities.
• Commander’s guidance.
The CTG drives the planning process and allows the commander to convey guidance and
direction specific to how the unit will conduct training.
The CTG is a concise statement from the commander to the entire unit. It is meant to be read in its
entirety by all members of the command and applied every time the unit conducts training.
Training philosophy specifically addresses how the unit and subordinate elements will conduct
events and exercises. Training priorities define what, when, and where training will occur across
the command. Commander’s guidance addresses why the unit is training and the desired end state.
It also provides guidance on how the unit will identify risks and develop mitigating controls.
Knowing the desired end state and understanding its purpose allow subordinate unit and training
leaders to determine how training will be conducted. Understanding the purpose also directly
correlates to decentralized planning and execution via mission-style orders—the basics of
maneuver warfare. Planners and leaders use the CTG to determine how to apply limited time,
money, and resources to achieve the commander’s desired end state.
Training Schedule
The training schedule is a graphic representation of events along a timeline used to visually depict
a unit’s training plan. It is a tool used to plan and execute daily training, as well as individual
events and exercises. The training schedule is a perpetual timeline that depicts events at the level
of the associated training plan, including applicable events from the HHQ training plan.
Subordinate units use HHQ training schedules to populate their respective training plans. The
training schedule assists units with—
• Projecting unit training events and requirements.
• Sequencing progressive training objectives to build unit capability.
• Identifying, allocating, and prioritizing resources.
• Providing unity of effort and support coordination.
• Synchronizing staff section milestones affecting the interaction of man, train, and equip
readiness indicators.
MCRP 7-20A.1 Training Plan Design
2-3
• Identifying responsible individuals for specific tasks.
• Associating specific T&R standards to training events and training objectives.
• Directing planning, preparation, and execution of training.
• Assigning responsible individuals to specific tasks.
The training schedule contains events that inform units across higher and adjacent commands,
such as—
• Major events and exercises.
• Service- or locally directed training requirements.
• Unit-planned events and exercises.
Training schedules provide the requisite details for executing events and exercises. Developing
training schedules allows for the critical thought and analysis required to forecast all requirements
and plan accordingly.
ANALYZE
Inputs into the analyze phase include the HHQ training plan, global force management
requirements, and other orders and directives that are applicable to training plan development.
Examples of these inputs are—
• Force generation process.
• MCCRE order.
• Service-directed individual training and education requirements.
• Local orders (Marine expeditionary force [MEF], major subordinate command, etc.).
• Marine Corps task list.
• Applicable T&R manuals.
• HHQ tasking.
• TEEP.
• Flight hours available/ranges/ammunition/resources.
• Training area/range safety requirements.
The outputs of the analyze phase are a unit mission statement, approved command echelon
METL with supporting CTEs, initial overall risk assessment and risk management guidance,
and a commander’s assessment.
MCRP 7-20A.1 Training Plan Design
2-4
Mission
The HHQ mission statement, as a component of the overall HHQ training plan, defines the task
and purpose the HHQ commander expects the unit to be capable of accomplishing. This
statement, taken in context with specified and implied tasks from HHQ, assists the unit
commander in developing the unit mission statement. The mission statement clearly and
succinctly states what the unit commander expects the unit to be able to accomplish. The unit
mission statement is published in the MCTIMS unit training module.
Mission-Essential Task List and List of Collective Training Events
Battalion/squadron and higher commands will review the service-provided METL. Community
T&R manuals list core and core-plus METs from the Marine Corps task list. The unit commander
will review the community approved core and consider core-plus METs. Mission-essential tasks
assigned by HHQ are added to this list. This complete list of core and assigned METs comprise
the unit METL.
In addition to the METL, all commands will designate CTEs with associated T&R events at their
echelon of command. This list of CTEs is constructed by associating specific CTEs to each MET
through analysis. Points of reference for associating CTEs to METs are the T&R manual, MCTIMS
task master module, and the planner’s experience. Each CTE will designate the METs it supports.
However, the commander should use experience to confirm the list of CTEs is complete. The METL
and associated CTEs are published in the MCTIMS unit training module (see Figure. 2-2).
Figure 2-2. MCTIMS Mission and METL.
Commander’s Assessment
After the mission and METL are published, the commander performs an assessment to determine
the unit’s current proficiency level for each associated CTE. Ideally, this assessment is based on
direct observations of performance. Because time constraints may make sufficient direct
observation infeasible, all inputs should be considered by the commander. Examples of other
inputs are recent evaluations and assessments, operational observations and knowledge, and the
Mission + METL
Prior to creating a New METL or Editing the current METL, YOU AND SUBORDINATE COMMANDER’S MUST review Commander’s Assessment
to ensure the New Event column does not contain any green check marks. If green check marks exist, click the green check mark icon to accept
the current version of the T&R event. Failure to do so will negatively affect current assessment percentages.
+
Create New
METL
Edit
Title# Task Set Status
Source
Type
Edit
Published
Mission Statement
The Marine Expeditionary Force is postured as the
Marine Corps globally responsive, expeditionary, and
fully scalable MAGTF, capable of generating, deploying,
and employing ready forces and formations for crisis
response, foward presence, major combat operations,
and campaigns. Additionally, if directed, serves as the
core of a joint task force to conduct operations across
the range of military operations.
HHQ Mission
MCT 5.5 Conduct Joint and Combined Operations MEF (Core)
C
MCT 3 Employ Firepower MEF (Core)
C
MCT 1.14 Conduct Stability Operations MEF (Core)
C
MCT 1.12.1 Conduct Amphibious Operations MEF (Core)
MCT 1.1.2 Provide Forces MEF (Core)
C
C
MCT 1.10 Conduct Crisis Response MEF (Core)
C
MCT 1.12.3 Conduct Prepositioning Operations MEF (Core)
C
MCT 1.3.1 Conduct Maneuver MEF (Core)
C
MCRP 7-20A.1 Training Plan Design
2-5
stated sustainment interval for CTEs per the T&R manual. The commander’s assessment will help
to determine a starting point for the overall training plan. This assessment should be recorded
utilizing the MCTIMS unit training module.
At the conclusion of the analyze phase, the commander will have all required information to begin
designing the CTG and applying it to the TEEP. The mission statement and METL shape which
events must be trained and which requirements must be met. The CTG also establishes how
training and readiness requirements will be prioritized in planning an execution. The
commander’s assessment helps to determine the starting point as it relates to the level of events to
be trained, as well as the development of an overall risk assessment and RM guidance.
DESIGN
Inputs into the design phase are the unit mission statement, the METL and associated CTEs, and
the commander’s assessment. These inputs are used in conjunction with doctrinal references to
create the CTG. The three components of the CTG—training philosophy, training priorities, and
commander’s guidance—will be written during the design phase and shape the develop phase.
Training Philosophy
The commander conveys fundamentals of training within the training philosophy to guide the
command throughout the planning and execution of training events and exercises. This
philosophy is meant to be applied throughout the training continuum and across each event and
exercise. The fundamentals of training detailed in MCTP 7-20A are a starting point for
commanders to build their own training philosophy tailored to their unit’s specific requirements
and expectations for how training will be conducted.
Training Priorities
The commander establishes priorities for training to guide the command toward specific training
objectives. These priorities will place increased emphasis on specific areas that the commander
identifies and sequence what the commander deems most important. This is not meant to
exclusively be a regurgitation of the unit METL, but can also include type of operations,
warfighting functions, specific environments or conditions, and training resources.
Commander’s Guidance
The commander communicates specific training guidance to ensure all members of the command
understand expectations. This can be conveyed in relation to the unit’s strengths, weaknesses,
safety and risk concerns, and how the unit intends to improve weaknesses and reinforce strengths.
This may be easily conveyed by listing the unit’s strengths and weaknesses as they relate to
training and stating an overall purpose, method, and end state for the training plan.
The CTG continually shapes the training of the entire unit. This document is the commander’s
means of conveying thoughts and priorities for unit training. The CTG is a standalone document
published for maximum visibility for all Marines to read. Priorities laid out in the CTG help align
and sequence events and resources in the TEEP.
MCRP 7-20A.1 Training Plan Design
2-6
DEVELOP
The TEEP is the final component of the unit training plan. During the develop phase, the unit
training planner will gather all known requirements and milestones into the existing TEEP along a
timeline. Events on the HHQ training plan involving the unit will be added to the TEEP as
appropriate. The phases of the force generation process and major unit milestones, such as a
change of operational control or deployment, will be overlaid onto the TEEP to depict when
specific events and actions will be conducted. Examples of specific events and actions tied
directly to phases of the force generation process are when the unit will begin training assigned
METs and when formal evaluations and assessments will take place. The TEEP should include all
events at the command echelon, and all events the command is responsible for coordinating,
arranging, and certifying on behalf of subordinate units. The events described below should be
included in the TEEP.
Major Events and Exercises
Major events and exercises are training events involving the entire unit that the unit is mandated
by order or policy to conduct, such as—
• MCCRE.
• Mission rehearsal exercise.
• Service Level Training Exercise.
These higher-level exercises provide the framework around which other training can be planned
and provide milestones identifying when a unit should reach an established level of proficiency.
Directed Requirements
Directed requirements are administrative events and inspections that the unit is directed to
conduct. These events require some or all of the unit’s participation in order to prepare and
conduct, or they may affect the remainder of the unit's ability to conduct concurrent operations.
Examples of directed requirements are—
• Field supply and maintenance analysis office inspection.
• Supply-logistics analysis program inspection.
• Joint limited technical inspection.
Unit Planned Events
Unit planned events are the remaining events and exercises on a unit TEEP. While some events in
this category are also mandated by policy and orders, the difference is that the unit will decide
when and how to accomplish these events. While a unit’s HHQ and MCOs direct when a unit
conducts a MCCRE, no such direct guidance exists for events and exercises in this category. Unit
planned events may include:
• Collective training.
Deploy for training.
Command post exercise.
Field exercise.
MCRP 7-20A.1 Training Plan Design
2-7
• Individual training and education.
Core.
Pre-deployment training.
Non-core (ancillary).
• Professional military education.
• Military occupational specialty progression.
• Functional training.
Chemical, biological, radiological, and nuclear decontamination.
Fire support team.
The develop phase ends with the publication of the TEEP. A unit TEEP should depict all events in
which the unit will participate, in part or in whole, and also events the command is responsible for
coordinating for subordinate units. A TEEP may be a stand-alone document created and published
using standard office products during training plan development. In the MCTIMS unit training
module, all events can be created, published, and assigned to subordinate units in unit calendars
that are accessible to all Marines.
IMPLEMENT
Once all components of the training plan are constructed, the plan is published and implemented
through conducting events and exercises. Marine Corps reference publication 7-20A.2, Event &
Exercise Design, explains the procedures for designing ITE and exercises.
EVALUATE
Typically, the training plan is evaluated only after it is published and implemented as a series of
training events and exercises. Evaluation at the end of the SATE process provides valuable
performance indicators of the training plan’s effectiveness observed as actual impacts on unit
readiness and the safety risks planned and unplanned. If the unit is not performing individual or
collective events to prescribed standards, the training plan must be adjusted to provide
opportunities for remediation.
Evaluation throughout the SATE process is also important. The planning process should be
evaluated at every stage to ensure that the training plan will meet the training objectives as it is
being developed. The desired end state of the training plan is to safely achieve a desired state of
unit readiness as measured against the unit’s METL and associated T&R standards. The outputs of
each phase of the SATE process are evaluated to ensure they align with this end state. By
identifying problems early in planning, the unit ensures resources are efficiently applied to events
and exercises as the training plan is executed.
MCRP 7-20A.1 Training Plan Design
3-1
CHAPTER 3.
TRAINING SCHEDULE DEVELOPMENT
The training schedule is the vehicle that transitions training objectives in the training plan into
executable ITEs and CTEs. Training schedules are constructed at echelons directed by the battalion
or squadron CTG. Training schedules provide the requisite detail for executing the training plan (see
Table 3-1).
The HHQ commander’s training guidance will direct the duration and frequency of submission for
unit training schedules. An example battle rhythm of training schedule submission is quarterly
submission of conceptual training schedules, with weekly detailed training schedule submission at
the company/battery level.
ANALYZE
The inputs for the analyze phase of training schedule creation are the mission statement and METL,
CTG, and the HHQ training plan. Analysis of these inputs will identify and sequence training
objectives and requirements.
The analyze phase ends with a prioritized list of known requirements and training objectives. Units
should pay special attention to resource availability and resource request timelines during the
analyze phase. Funding and processing for some training resources require significant lead times.
Table 3-1. Training Schedule Development Factors.
Training Schedules
Type Conceptual Functional Detailed
Who Battalion/squadron or higher
Company/battery/detachment
(as directed by HHQ)
Platoon or lower
(as directed by HHQ)
Purpose
Sequence commander’s training objectives
Planning guidance for event/exercise
designers and unit leaders
Sequence priorities
Associate specific T&R events
to objectives.
Provide preparation guidance to
unit leaders for unit preparation.
Establish detailed timelines
Focus Commander’s training objectives CTEs ITEs and CTEs
Governing
Documents
HHQ training plan
Core & assigned METs
Conceptual training plan
T&R manuals
Functional training schedule
T&R manuals
Duration 18-24 months
1-6 months,
per commander’s direction
1-60 days,
per commander’s direction
MCRP 7-20A.1 Training Plan Design
3-2
DESIGN
During the design phase of training schedule creation, training objectives are added to the conceptual
training schedule. Training objectives are clustered and sequenced into events and exercises and
placed along the timeline where openings occur. These events are conceptualized and associated
with ITEs and CTEs. Community T&R manuals, the T&R and task master modules in MCTIMS,
and the experience of the individual creating the schedule are reference points for ITE and CTE
association. Each ITE and CTE contain internally and externally supported and supporting events.
Associated events and events with like or similar conditions are combined, or “stacked,” creating the
opportunity for training at multiple unit echelons. Planned training that incorporates multiple
echelons affords units the opportunity to sustain proficiency in lower-level ITEs and CTEs as higher-
level training is conducted, such as platoon-level support by fire during a company deliberate attack.
Each ITE and CTE lists the resources required for execution. In the case of simulation and
simulators, the T&R community-approved suitability and sequence codes for simulation and
simulators will also be listed. Resources listed in each inclusive ITE and CTE are aggregated into a
list encompassing the entire training event. Once identified, units coordinate for the required
resources, determine the availability and quantity, and submit support requests. Typical resource
requirements for training events include—
• Ranges and training areas/facilities.
• Ammunition forecast/requirement/request.
• Life support (food, head facilities, etc.).
• Transportation.
• Command and control or networks.
• Simulators/simulations.
• Home station training enablers.
• Exercise control and support.
• Funding and fiscal considerations.
• Safety requirements.
• Administrative requirements.
The output of the design phase is a completed, functional training schedule. Functional training
schedules are built and aggregated at echelons designated by the commander. Functional training
schedules transition objectives from the conceptual TEEP into executable events along a timeline.
Functional training schedules lay out weekly and/or daily operations, and assign specific T&R
events to TEEP-identified objectives. Functional training schedules should cover one to six months,
as directed by the commander. They serve to—
• Ensure objectives are being met.
• Sequence priorities.
• Associate specific T&R events to objectives.
• Provide planning guidance to event/exercise designers for event/exercise development.
• Provide guidance to leaders for unit preparation.
MCRP 7-20A.1 Training Plan Design
3-3
The completed functional training schedule serves as an input for developing detailed training
schedules and helps shape the specific elements contained within.
DEVELOP
Detailed training schedules are developed by breaking down each event into subordinate parts to
identify and sequence each step that must be planned for and accomplished.
Training schedules are developed by adding the pertinent details to each event that will enable
execution. Detailed training schedules may include—
• Start and end date/time.
• Uniform and equipment required.
• Location of event.
• Individual(s) responsible.
• Weapons draw time.
• Vehicle staging instructions.
Detailed training schedules are built and aggregated at echelons designated by the commander. They
not only inform subordinate small unit leaders, but also are a method to ensure all circumstances
have been planned and accounted for. They provide the specifics and details of events laid out in the
HHQ functional training schedule. Detailed training schedules lay out day-to-day and hour-to-hour
operations, and account for the use of time and resources to support training and will include all
details necessary for the execution of events.
Every small unit develops detailed training schedules continually and executes training based on this
sound planning. The commander determines the battle rhythm of producing and submitting detailed
training schedules. Benefits to building and following deliberately planned detailed training
schedules include the following:
• Training accounts for all possible outcomes.
• Training is thoroughly planned and sequenced to achieve the desired outcomes.
• Subordinates are aware of expectations.
Detailed training schedules should be published and posted for maximum visibility. They inform
subordinates of expectations and allow them the time to prepare appropriately for events. The unit
calendar in MCTIMS facilitates efficient training schedule management, event documentation, and
completion tracking in a single location accessible by the unit’s Marines. Training schedules
published in MCTIMS may be efficiently managed, made available to the unit’s Marines and HHQ.
This method allows for simple HHQ aggregation of subordinate schedules.
MCRP 7-20A.1 Training Plan Design
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IMPLEMENT
The training schedule is implemented through the execution of events. Training schedules, as with
operational missions, may be time- or conditions-based. Flexibility should be built into timelines to
account for both remediation and unforeseen events such as logistical shortfalls or issues with
training areas and facilities.
EVALUATE
As a component of the training plan, the training schedule is evaluated throughout the SATE process.
It is checked for alignment with the unit’s and HHQ training plans to ensure the training event
schedule leads the unit to achieve its readiness objectives. Training schedule evaluation continues as
each training event and exercise is conducted. Training schedules should allow for adjustments. Poor
unit or individual performance indicates a need for remediation, while easily meeting and exceeding
standards would indicate a need for more challenging conditions or advanced events. Leaders must
communicate the hazards and risks as a part of their evaluations. This includes modifications to the
unit’s risk assessment as changes occur.
CONCLUSION
Properly constructed training schedules make efficient use of time and resources by reducing
redundancies through properly aligning subordinate plans with those of HHQ. Units will build one
training plan at a level dependent on their respective echelon of command. These plans are informed,
reviewed, and approved by their respective HHQ to enable unity of effort and unity of command as
it relates to the unit’s training goals and objectives. The desired end state is that Marines and units are
ready to train to their assigned tasks. This end state requires a thorough and deliberate training
process, based on the SATE process and accounting for all requirements.
MCRP 7-20A.1 Training Plan Design
A-1
APPENDIX A.
COMMANDER’S TRAINING GUIDANCE EXAMPLE
From: Commanding Officer
To: All Hands
Subj: COMMANDER’S TRAINING GUIDANCE
Ref:
Encl:
1. Training Philosophy.
(The commander’s vision for how the unit will conduct training.)
Questions for consideration:
• How will the command implement the fundamentals (see MCTP 7-20A) to guide training?
• How will the command develop leaders?
• How will the command implement evaluations (standards-based)?
All leaders are responsible for the unit’s training. I expect every member of this command to be
masters of the tasks associated with their billets and ensure that the Marines under their charge are
prepared to assume the duties of their leaders. We will train with the personnel we have—the
absence of a commander, leader, or primary staff member is never a valid reason to delay or
cancel training. No single person in this command is more important than the command as a
whole. We will be judged on our ability to accomplish our mission at any given time regardless of
the personnel we have on hand.
We will achieve mission success through the conduct of standards-based, mission-oriented
training that simulates the operational environment we are expected to operate in to the greatest
extent possible. Every training evolution will be evaluated according to established training and
readiness (T&R) standards; when we believe we are proficient, we will invite evaluation from
outside the unit being evaluated to validate our progress. I will base my assessments of our
progress on training completion and evaluation records; thus, it is imperative that we maintain
accurate records in MCTIMS that provide an accurate picture of our readiness.
MCRP 7-20A.1 Training Plan Design
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Training will be progressive, building in complexity as our proficiency increases. Leaders must
develop training to build Marines from their current proficiency. Training will be continuous,
woven into everything we do. Opportunities to turn every-day, routine duties and tasks into
training must be leveraged. Everything we do is a training opportunity, from basic morning
accountability to non-illuminated, combined-arms live fire.
2. Training Priorities.
METs are the prescribed readiness objectives the unit must achieve. The commander prioritizes
training that supports the METL.
Questions for consideration:
• What is the commander’s bid for success in training?
• How will the unit allocate constrained resources?
• How will the unit leverage alternate training capabilities (e.g., simulations)?
• Is the focus in planning for training on resource constraints, warfighting functions, specific
environments or conditions, or training resources?
My priorities are that we will be able to support major operations through the conduct of offensive
and defensive operations. We will be masters of offensive and defensive operations beyond basic
proficiency, both day and night, across each of the warfighting functions. To accomplish this, I
have prioritized the following focus areas:
• Small unit tactics.
• Command and control.
• Fires integration.
We will be prepared to conduct such operations from amphibious shipping and ashore. Due to the
limited nature of amphibious resources, we will leverage the available simulators and simulations
to maximize training opportunities and build proficiency where live capabilities are not available
and resources are limited.
3. Commander’s Guidance.
Questions for consideration:
• How does the unit reinforce its strengths? How does the unit improve weaknesses?
• Where does the commander see the greatest risk in training? What is the commander’s
guidance for managing risk and ensuring safety in training?
• What is the unit “prepare for, conduct, and implement” feedback from evaluations
(standards-based, timing in the training plan, preparation of evaluators)?
• What is the commander’s intent for training (purpose, method, end state) that subordinate
leaders can use to plan and execute training?
MCRP 7-20A.1 Training Plan Design
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Our strengths are a clear mission and the individual Marines that comprise our ranks—their spirit,
work ethic, and aggressiveness. Our greatest weakness is the loss of trained billet-holders due to
personnel turnover. We will address our weaknesses through the development and execution of a
clear and focused training plan to ensure our Marines and units are thoroughly trained in their
individual and collective tasks. We will achieve this by working to maximize every potential for
training and conducting a progressively more complex training plan. Each event should build on
the last. As training complexity increases, we must be aware of the inherent increases in risk. It is
imperative that we train our leaders and Marines to identify risks and make smart decisions to
mitigate these risks. My desired end state is that our unit is capable of successfully accomplishing
any mission assigned in support of major operations
<Signature>
MCRP 7-20A.1 Training Plan Design
Glossary-1
GLOSSARY
Abbreviations and Acronyms
CTE.............................................................................................................collective training event
CTG ................................................................................................commander’s training guidance
HHQ...................................................................................................................higher headquarters
ITE ............................................................................................................. individual training event
MCCRE ..................................................................... Marine Corps Combat Readiness Evaluation
MCTIMS................................................Marine Corps Training Information Management System
MCO .................................................................................................................. Marine Corps order
MCRP .......................................................................................Marine Corps reference publication
MCTP...........................................................................................Marine Corps tactical publication
MET ................................................................................................................mission-essential task
METL........................................................................................................mission-essential task list
T&R ............................................................................................................... training and readiness
TEEP................................................................................. training, exercise, and employment plan
The following acronyms pertain to processes and entities specific to this publication series.
SATE ........................................................................Systems Approach to Training and Education
UTM......................................................................................................... unit training management
MCRP 7-20A.1 Training Plan Design
References-1
REFERENCES AND RELATED PUBLICATIONS
Joint Issuances
DOD Dictionary of Military and Associated Terms
Other Instructions
Navy/Marine Corps Departmental Publication (NAVMC)
1553.1_ Marine Corps Instructional Systems Design/Systems Approach to Training and
Education Handbook
Marine Corps Publications
Marine Corps Supplement to the DOD Dictionary of Military and Associated Terms
Marine Corps Doctrinal Publications (MCDPs)
1 Warfighting
5 Planning
7 Learning
Marine Corps Tactical Publication (MCTP)
7-20A Unit Training Guide
Marine Corps Reference Publications (MCRPs)
7-20A.2 Event and Exercise Design
7-20A.3 Marine Corps Simulations Training Guide
7-20A.4 Evaluations and Assessments
7-20A.5 Training Data Management
Marine Corps Orders (MCOs)
1553.10 MCTIMS SOP
1553.3_ Unit Training Management Program
3500.11G Service-Level Training Exercise Program (SLTE-P)
3501.1_ Marine Corps Combat Readiness Evaluation (MCCRE)
5100.29_ Marine Corps Safety Management System
A non-cost copy of this document is available at:
https://www.marines.mil/News/Publications/MCPEL/
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