APPENDIX G
AFTER ACTION REVIEWS
Both during and after training, evaluation feedback is used to identify
successes and shortcomings. While some simple shortcomings are immediately
retrained, others are scheduled for future training. Leaders must pass on
this feedback so that everyone receives training value from significant
events occurring during training. For all performance-oriented training,
the after action review (AAR) is the key in providing this feedback. The
AAR is not restricted to field exercises.
This appendix provides leaders information on the after action review and
its significance in providing feedback to soldiers, leaders, and units.
It is a guide to leaders on how to plan, prepare, and conduct an AAR.
It describes how AARs are used during or after training to link training
and evaluation.
WHAT IS AN AAR ?
An AAR is a review of training that allows soldiers, leaders, and units to discover for themselves what happened during the training and why. It is also used to solicit ideas on how the training could have been performed better. It is a professional discussion that includes the training participants and focuses on the training objectives and their linkage to the METL and wartime mission.
AARs are not critiques because they do not determine success or failure; rather, AARs are professional discussions of training events. Leaders and evaluators avoid lecturing participants on what went wrong. They use AARs to tell a story about what was planned, what happened during the training, why it happened, and what could have been done differently to improve performance.
Leaders guide discussions to bring out important learning points, preferably by the soldiers and subordinate leaders themselves. Soldiers learn much more when they identify for themselves what went right and wrong than when lessons are dictated. AARs always--
Reinforce and increase the learning that took place as a result of the training exercise.
Increase soldier and leader interest and motivation (thereby enhancing learning).
Identify and analyze both strengths and weaknesses.
Involve all participants.
Guide toward achieving learning objectives.
Link lessons learned to subsequent training.
TYPES OF AFTER ACTION REVIEWS
There are basically two types of AARs-- formal and informal. Formal AARs require more detailed planning, preparation, and resources. They are normally scheduled and conducted as a part of external and internal evaluations. Informal AARs require less planning and preparation than formal AARs and are often on-the-spot reviews of soldier and collective training performance at crew, squad, or platoon level.
FORMAL
Formal AARs are normally conducted at company level and above. However, when a training event is focused at squad or platoon level, and resources are available, a formal AAR may be conducted to gain maximum training benefit. Externally evaluated lane training, small-unit ARTEPs, and tank and BFV gunnery tables are prime examples. Informal crew, squad, and platoon AARs are held prior to company and higher-echelon AARs.
The AAR facilitator (evaluator or controller) provides an exercise overview and leads a discussion of events and activities that focuses on the training objectives. The discussion with leaders and soldiers should orient on the use of terrain integration of key BOS, and leader actions. The discussion should also examine the weapons systems and doctrine used by the enemy during the exercise. At the close, the AAR leader summarizes comments from the observers, covering strengths and weaknesses discussed during the AAR and what the unit needs to do to fix the weaknesses.
INFORMAL
Informal AARs are usually conducted for soldier and crew-, squad-, and platoon-level training or when resources are not available to conduct a formal review. They are often held for lower echelons prior to a formal company- or higher-level AAR. Informal AARs may also be conducted at company level. Informal AARs are extremely important since they involve all soldiers and leaders in the participating unit. The formal company AARs for the training event depend on these thorough, informal reviews.
Informal AARs are conducted similar to formal AARs and may be done for large or small units. They may be scheduled, or leaders may do on-the-spot reviews during the training. Discussion comments could be recorded to use in follow-on AARs or to apply immediately the lessons learned as the exercise is repeated.
AAR PLANNING, PREPARATION, AND CONDUCT
Formal and informal AARs follow the same general sequence. Leaders must plan and prepare before they can conduct an effective AAR. The amount of planning and preparation depends on the type of AAR to be conducted and the resources available. The general sequence to use in planning, preparing, and conducting an AAR is shown in Figure G-1.
PLANNING
Leaders conducting an AAR must ensure it accomplishes its objective to promote learning. Through planning, leaders provide the foundation for a successful AAR and create a positive climate for training and evaluating subordinate soldiers, leaders, and units.
Figure G-1.
An example AAR plan is at Figure G-2. As a minimum, the plan should include--
Who will observe the training and conduct the AAR.
What the observers should evaluate (T&EO).
Who is to attend the AAR.
When and where the AAR will be conducted.
What training aids will be used during the AAR.
Select Observer-Controllers
Those selected for observer-controllers should not be involved in the training. They should not have other duties which detract from their observation and evaluation of the training. If this cannot be done, the chain of command should evaluate subordinate elements and conduct the AARs. Squad leaders should evaluate their soldiers' performance and limit the AAR discussion to their actions. Platoon leaders would do the same for their squads; the company, for their platoons, and so on. Selected observers must be--
Able to perform the tasks to be trained.
Experienced in the duties they are to evaluate.
Knowledgeable in the current doctrine.
If external observers are used, they should be of at least equal rank to the leader of the unit being evaluated. However, if choosing between experience and rank becomes necessary, experience is better. A sergeant who has experience as a TOW section leader can evaluate the section better than a platoon sergeant who has no TOW experience.
Leaders must also plan to train their observers. Each observer conducts the AAR for the element he observes and provides input to the AAR for the next higher echelon. In addition, observers themselves must be observed as they observe soldier or collective training. After observers conduct their AARs, leaders should conduct an AAR for them to improve their techniques and procedures. If possible, observers should accompany and assist an experienced AAR leader and sit in on other AARs whenever possible.
Observer-controllers must be familiar with the unit's METL or soldier and collective tasks they will be observing. Moreover, they must know the training objectives and be proficient in the tasks themselves. By knowing up front what the training involves, observers can concentrate on the specific tasks considered to be mission essential and provide critical feedback concerning the unit's performance.
Identify Participants
The commander specifies who must attend each AAR. The AAR leader may recommend additional participants, based on specific observations. They select as many participants, to include the OPFOR leaders, as can reasonably be handled at the AAR site. At each echelon, the AAR will have its own primary set of participants. At crew, squad, and platoon level, everyone should attend and participate. At the company level, this may not be practical. Insufficient space at the AAR site or the ongoing training mission may preclude some unit soldiers from attending. In this case, leaders and key players may be the only participants.
The OPFOR can provide valuable feedback on the training based on observations from their perspectives. While the unit's leaders and evaluators see the training from one point of view, the OPFOR can provide healthy insights on--
OPFOR doctrine and plans.
The unit's actions.
OPFOR reactions to what the unit did.
Plan Stopping Points
An observer cannot see everything each soldier does during an exercise; likewise, for other than a brief exercise, the observer cannot review the entire exercise at one AAR. In planning training, leaders must allow time to conduct AARs as an integrated part of the training. Additional time for an AAR at the end of each essential task or major event is necessary. Stopping points should be planned; for example, after a unit arrives at a new position or after it consolidates on an objective.
AARs should be conducted as soon as possible after the event and before another operation begins. For planning purposes, leaders should allow approximately one hour for platoon-level AARs and one and one-half to two hours for company and higher-level AARs. The additional time required to conduct the AARs may result in fewer missions or drills. The increased effectiveness of training, however, will more than make up for this loss of training time. With AARs, soldiers receive better feedback on their performance and remember lessons learned longer.
Plan Training Aids
Training aids add to the AAR's effectiveness, but they must be carefully selected and requested well in advance. They must support the training discussion and not distract.
Training aids should be large enough, and positioned, so that everyone can see. Models of units, vehicles, and personnel make discussions clearer. If models are used, leaders should move them on the terrain board or map as they discuss the unit's actions.
Unit graphic control symbols should be included on the terrain model or on a centrally positio