View source for TC 7-102 Operational Environment and Army Learning

[[Category:TC|7-102-00]]
:Training Circular (TC) 7-102 presents concise and enduring doctrine-based guidance on how to integrate the variables of an operational environment (OE) into Army training, education, and leader development. This TC includes concepts and capabilities (products, services, and support) developed for the Army as an Operational Environment Enterprise (OEE) to improve and sustain Army readiness.

:The principal audience for TC 7-102 is all members of the profession of arms. The training and curriculum developer and the commander or leader responsible and accountable for developing and instituting the Army Learning Model (ALM), as referenced in AR 350-1, use this training circular.

:Commanders, staffs, and subordinates ensure that their decisions and actions comply with the applicable United States, international, and in some cases host-nation laws and regulations. Commanders at all levels ensure that their Soldiers operate in accordance with the law of war and the rules of engagement. (See FM 27-10.)

:For definitions shown in the text, the term is italicized and the number of the proponent publication follows the definition. This publication is not the proponent for any Army terms.

:TC 7-102 applies to the Active Army, the Army National Guard (ARNG)/Army National Guard of the United States (ARNGUS), and the United States Army Reserve (USAR) unless otherwise stated.

:The proponent of TC 7-102 is Headquarters, U.S. Army Training and Doctrine Command (TRADOC). The preparing agency is the Complex Operational Environment and Threat Integration Directorate (CTID) of the TRADOC G-2 Intelligence Support Activity (TRISA)–Threats. Send comments and recommendations on DA Form 2028 (''Recommended Changes to Publications and Blank Forms'') directly to Director, CTID at TRADOC G-2 Intelligence Support Activity–Threats, ATTN: ATIN-T (TC 7-102), 803 Harrison Drive, Building 467, Room 15, Fort Leavenworth, KS 66027-1323.
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==Introduction==
[[File:Figure 1. OEE products-services-support to Army learning experiences (examples).PNG|alt=OEE products-services-support to Army learning experiences (examples)|thumb| Figure 1.OEE products-services-support to Army learning experiences (examples)]]

Training Circular (TC) 7-102, ''Operational Environment and Army Learning'', is a practical guide on how to integrate the conditions of an operational environment (OE) into robust, relevant, and realistic training, professional education, and leader development experiences. This TC presents critical design techniques and means that support the fundamental concepts of a continuouslthy adaptive learner-centric model—the Army Learning Model (ALM)—for improved Army mastery to anticipate, understand, and adapt successfully to complex, uncertain, and/or ambiguous environments in decisive action.

The purpose of this TC is to guide the training developer, curriculum developer, and leader or commander on how to integrate OE conditions that enhance self-development, leader development, and unit or activity readiness. The intent is to achieve and sustain adaptive Army readiness to standards. Learning experiences range from personal one-on-one instructor-student or mentor-mentee dialogue to technology-enabled simulations and operational mission or training feedback that replicate a particular set of OE conditions in a task/action, conditions, and standards format. The Army’s Operational Environment Enterprise (OEE) delivers OE products, services and support to its Soldiers, civilians, leaders, and supported and supporting stakeholders for readiness. The OEE projects from the institutional training domain, that is, the Army’s institutional training and education system, and impacts the entire Army mission. (See figure1.)

The Operational Environment Enterprise (OEE) is an integrated training environment (ITE) resource that leverages technology-enabled presentations and other information for individual and collective learning experiences and expertise, as well as Army concepts and capabilities development with robust, realistic, and relevant OE conditions. The support provided by the OEE reaches across all Army learning domains with repositories of historical documentation; current observations and lessons learned; projected capabilities requirements, development, and experiment information; and facilitates integrated live, virtual, constructive, and gaming (LVCG) environments.

The Army’s institutional training domain includes but is not limited to Centers of Excellence (CoE), training base centers, schools, academies, and related programs that provide initial training and subsequent professional military education and training for Soldiers, Army leaders, and Department of the Army Civilians (DAC). The OEE leverages technology-enabled learning for individual and collective experiences and expertise, as well as Army doctrine, concepts, and capabilities development with robust, realistic, and relevant OE conditions.

The OEE enhances capabilities that create the intellectual agility and operational adaptability to prevent conflict, shape the environment, and when required, win our nation’s wars. Initiatives and innovations expressed through the OEE shape the Army for future OEs and mission requirements with concepts and capabilities synchronized and integrated across Army doctrine, organization, training, materiel, leadership and education, personnel, and facilities (DOTMLPF).

The Army trains and educates its members to develop agile and adaptive leaders and organizations. A complementary requirement in both the operational and institutional Army is leader self-development. Applying the ''U.S. Army Mission Command Strategy FY 13-19'' to deliberate and intuitive decisionmaking and effective action in dynamic conditions that require a perceptive awareness and clear understanding of the complexities in an OE.

This TC presents examples of “how to” develop effective learning experiences among the Army’s integrated programs of leader development (LD), training, and experience for the Soldier and Army Civilian. The charter for the training developer, curriculum developer, and leader or commander is to identify challenging conditions for a realistic OE to the task/action and standard being developed or institutionalized. These conditions include considerations of professional military and Army civilian education, individual and collective predeployment training, and operational missions. Efficiently and effectively embedding OE conditions in the Army learning continuum maintains the Army as an adaptive and dominant land force in conjunction with unified action partners, service members, and civilians.

The Army uses operational variables of political, military, economic, social, information, infrastructure, physical environment, and time (PMESII-PT) to analyze and describe the conditions of an OE. These operational variables influence each other to varied degrees dependent on time and conditions in a particular continuum of actions. An OE is complex and uncertain as variables increase or decrease in apparent or confirmed importance and effects. The dynamic nature of an OE is an essential consideration in how to train, educate, and self-develop Army members and leaders as adaptive, flexible, and versatile decisionmakers. The Army—people—must be proficient in shaping conditions in support of military plans and operations, and respond effectively to subtle or rapid changes in OE conditions in order to accomplish an Army mission in the context of unified action requirements and directives. The U.S. Army must demonstrate progressive expertise in operational adaptability. (See figure2.)
[[File:Figure 2. The Army mission.PNG|alt=The Army Mission|thumb|Figure 2.The Army Mission]]
As the U.S. Army improves its available LVCG collaboration of observations, lessons learned, and capabilities development and experimentation venues for Army readiness, the OEE becomes an expanding resource for OE conditions in support of the Army mission. Complex, uncertain, and sometimes ambiguous conditions of an OE are integral to―
* Improving Army doctrinal training, education, and leader development literature.
* Recurring OE analyses and OE assessments
* Emerging representations of composite or specific adversaries, threats, or known enemies.
* Modeling and simulations of possible or projected tactical, operational, and/or strategic conditions, including the human dimension.
Change is a constant. An OE is dynamic and evolves. Training and educational experiences span individual, functional, and collective training by units, activities, and organizations, home station training (HST), field exercises and other simulations, and the combat training centers (CTCs). A companion to this training circular for integrating conditions of an OE into learning experiences is TC 7-101. Similarly, Army professional education and training span individual Soldier, civilian, and Army leader self-development through initial entry, mid-grade, intermediate, and strategic levels of learning. Development of learning experiences include products such as combined arms training strategies (CATS), warfighter training support packages (WTSPs), collective and individual tasks, drills, and staff and faculty development requirements. Applying adult learning principles uses the analysis, design, development, implementation, and evaluation (ADDIE) process to conduct instructional system design.

TC 7-102 contains three chapters and three appendices:

'''Chapter 1''' describes the 21st Century strategic environment and the importance to the training and education developer of understanding the operational environment and integrating that OE the instructional design process to produce relevant and realistic learning experiences. The chapter provides a primer on OE analysis and a description of the operational variables (PMESII-PT) that drive analysis with discussion of the possible learning and education implications of an OE.

'''Chapter 2''' describes, in general, the instructional design process of analysis, design, development, implementation, and evaluation (ADDIE) and important considerations for how to integrate OE conditions into that design. The chapter provides a step-by-step guide to each phase of the ADDIE process and includes an exemplary vignette to facilitate understanding.

'''Chapter 3''' describes support provided by the Operational Environment Enterprise (OEE). This chapter provides an understanding of the resources available to the training and education developer.

'''Appendix 1''' contains a job aid for OE integration into the ADDIE process. For each phase, there are OE considerations and relevant questions.

'''Appendix 2''' contains an exercise design checklist as a ready reference for training and education developers who include an exercise as part of their instruction. This topic is treated in detail in TC 7-101, ''Exercise Design''.

'''Appendix 3''' contains a threat opposing force (OPFOR) tactical task list from TC 7-101. The chapter includes a concise explanation of applying OPFOR conditions in learning objectives.

This publication does not introduce or modify existing doctrinal terms. The glossary contains applicable acronyms and defined terms.

==Chapter 1: 21st Century Strategic Environment==
{{Main article|Chapter 1: 21st Century Strategic Environment}}
The strategic environment remains as it has always been―complex. The current strategic environment seems more ambiguous, presenting multiple layers of complexity and a multiplicity of actors challenging the Army with requirements beyond traditional warfighting skills and training. A wide-range of actors across current and projected environments–friendly and neutrals, malicious actors, and threats–will interact often in an uncoordinated manner to produce a complex environment. Neutral or even friendly actors act in accord with organizational goals that may be contrary to U.S. national interests and cause friction. Malicious actors use violence in pursuit of their goals and will potentially challenge U.S. national interests and vulnerabilities. Threats will use this complexity to their advantage and often employ hybrid strategies. This multiplicity of actors will continue to operate across operational environments during the foreseeable future.

==Chapter 2: Analysis, Design, Development, Implementation, and Evaluation==
{{Main article|Chapter 2: Analysis, Design, Development, Implementation, and Evaluation}}
There are five phases the training and curriculum developer progresses through to develop and institute training, education, and leader or self-development material. The analysis, design, development, implementation, and evaluation (ADDIE) process takes the training and curriculum developer from the initial determination of a requirement or need through the analysis, design, and development phases; to implementation of a learning experience; and continues a learning continuum with evaluation improvements of training or education products-process. The required outcome of this continuum is a sustained and/or improved readiness to standards.

==Chapter 3: Operational Environment Enterprise Support==
{{Main article|Chapter 3: Operational Environment Enterprise Support}}
The Operational Environment Enterprise (OEE) builds, validates, creates, maintains and delivers OE context and complexity for leader development; training and professional education; experience, and concept and capabilities development.

==Appendix A: TC 7-102 OE Integration Job Aid for the Army Learning Model==
{{Main article|Appendix A: TC 7-102 OE Integration Job Aid for the Army Learning Model}}
The Army Learning Model (ALM) describes a continuum of learning focused on creating adaptive leaders across a career span that is learner-centric and enabled by technology. To assist the training developer, curriculum developer, commander, or Army leader to integrate OE considerations into training and education, a sample of statements for each ADDIE phase focus on operational environment conditions to support a task or action and standard of a learning objective. Statements and questions (see tables A-1 to A-5) indicate a number of considerations in an Army instructional system of analyze, design, develop, implement, and evaluate (ADDIE) learning. The ADDIE process supports the effective and efficient use of the ALM and Operational Environment Enterprise (OEE).

==Appendix B: TC 7-102 Exercise Design Checklist==
{{Main article|Appendix B: TC 7-102 Exercise Design Checklist}}
The Exercise Design Checklist (table B-1) is a sequential, summarized list of key exercise design tasks and associated events as described in phases 1 through 4 in chapter 2 of TC 7-101, ''Exercise Design''. These items include exercise parameters; task and countertask development; PMESII-PT OE development; orders, plans, and instructions; and typical briefings, conferences, and control documents. The right-hand column contains page references in TC 7-101 for each step/task and action required. This checklist is not intended to be all-inclusive but rather

==Appendix C: TC 7-102 OPFOR Tactical Task List==
{{Main article|Appendix C: TC 7-102 OPFOR Tactical Task List}}
The opposing forces (OPFOR) Tactical Task List is a listing of tactical tasks that are specific to the OPFOR. OPFOR tactical organizations and individuals perform these tasks as a threat norm rather than tasks that may appear similar in the ''Army Universal Task List'' (AUTL), Field Manual 7-15. OPFOR organizations and individuals perform tactical tasks in order to provide challenging conditions for the execution of mission essential and critical tasks by U.S. Army units and activities.

==Glossary==
{{Main article|Glossary: TC 7-102 Operational Environment and Army Learning}}