2-1. Infantry small-unit leaders use TLP when working alone or with a small group to solve tactical problems. For example, an Infantry rifle platoon leader may use the platoon sergeant, squad leaders, RTO, and the FO to assist during TLP. The type, amount, and timeliness of information passed from higher to lower directly impact the lower unit leader’s TLP.
Operational Framework and Terrain Management
In the context of the operational framework—a cognitive tool used to assist commanders and staffs in clearly visualizing and describing the application of combat power in time, space, purpose, and resources in the concept of operations (ADP 1-01)—the platoon will be tasked to conduct a combat operations within some portion of a higher command’s operational framework. As a visualization tool, the operational framework bridges the gap between a commander’s assessment of the operational environment, including all domains and dimensions, and its need to generate detailed orders that direct operations.
WIthin an operation, commanders will designate appropriate graphics, direct fire control measures, and defensive positions (or offensive actions) to synchronize the employment of combat power. They may create new models to fit the circumstances, but they generally apply a combination of common models according to doctrine. Commanders may use any operational framework model they find useful, but they must remain synchronized with their higher echelon headquarters’ operational framework. The three models commonly used to build an operational framework are:
- Assigned areas (types include area of operations [AO], zone [see chapter 4], and sector [see chapter 5])
- Deep, close, and rear operations (within deep, close , and rear areas respectively).
- Main effort, supporting effort, and reserve.
Assigning areas to subordinates is a key operational framework and terrain management—the process of allocating terrain by specifying locations for units and activities to deconflict activities that might interfere with each other (FM 3-90)—consideration of headquarters at every echelon. For example, a platoon is assigned a battle position to provide direct fires into an engagement area or an axis of advance or direction of attack to control its movement to an objective. When appropriate, leaders may further subdivide their assigned area into assigned areas for their subordinate formations. A higher headquarters remains responsible for any area not assigned to a subordinate unit. A unit moving through or delivering effects into another unit’s assigned area must coordinate with the assigned unit. (See FM 3-0 and FM 3-90 for additional information.)
Operations Process
2-2. TLP begin when the small-unit leader receives the first indication (for example, a WARNORD or FRAGORD) of an upcoming mission and continues throughout the operations process—the major command and control activities performed during operations: planning, preparing, executing, and continuously assessing the operation (ADP 5-0). During the operations process, TLP are not a hard and fast set of rules. Some actions may be performed simultaneously or in an order different from those shown in the example outline in figure 2-1 on page 2-4. The outline is a guide to apply consistent with the situation and experience of the platoon leader and platoon subordinate leaders. The tasks involved in some actions (such as initiate movement, issue the WARNORD, and conduct reconnaissance) may recur several times during the process. (See ATP 3-21.10 for additional information on the operations process.)
Figure 2-1. Troop leading procedures outline
2-3. In addition to the major activities of the operations process, the small-unit leader uses several integrating processes to synchronize specific functions throughout the operations process. Specifically, they include:
- Intelligence preparation of the operational environment (known as IPOE) process, see paragraphs 2-4 to 2-7.
- Targeting, see appendix B.
- Information collection (specifically reconnaissance and surveillance), see note below and paragraphs 2-102 to 2-106.
- Risk management, see paragraphs 2-26 to 2-33.
- Knowledge management, see paragraph 2-9.
Note. Reconnaissance is a mission undertaken to obtain information about the activities and resources of an enemy or adversary, or to secure data concerning the meteorological, hydrographic, geographic, or other characteristics of a particular area, by visual observation or other detection methods (JP 2-0). Reconnaissance is one part of information collection; the other three parts that comprise information collection are security, intelligence operations, and surveillance. Surveillance is the systematic observation of aerospace, cyberspace, surface or subsurface areas, places, persons, or things by visual, aural, electronic, photographic, or other means (JP 3-0). Although there are similarities between reconnaissance and surveillance to facilitate information collection, reconnaissance collection uses multiple means, including surveillance, to find information by systematically checking multiple locations in a designated AO.
2-4. IPOE is the systematic process of analyzing the mission variables of enemy, terrain, weather, and civil considerations, and integrated into these variables, informational considerations in an area of interest to determine their effect on operations. An area of interest is that area of concern to the commander, including the area of influence, areas adjacent to it, and extending into enemy territory (JP 3-0). Although there are four steps to the IPOE process, it is important to note that IPOE is a continuous process and one required by the small-unit leader for use during TLP. Continuous analysis and assessment (specifically informal assessments by the small-unit leader) are necessary to maintain situational understanding of an operational environment—the aggregate of the conditions, circumstances, and influences that affect the employment of capabilities and bear on the decisions of the commander (JP 3-0)—in constant flux. The ranges of a small unit’s tactical movement and maneuver capabilities typically define its area of influence—an area inclusive of and extending beyond an operational area wherein a commander is capable of direct influence by maneuver, fire support, and information normally under the commander’s command or control (JP 3-0); however, leaders consider all forms of contact they can make with enemy forces when visualizing their area of influence. (See ATP 2-01.3 for additional information.) The four steps of the IPOE process are:
- Define the operational environment.
- Describe environmental effects on operations.
- Evaluate the threat.
- Determine threat COAs (most likely and least likely [additionally most dangerous]).
2-5. Although the platoon leader does prepare IPOE products for use in preparation of analysis, and orders, the leader does not generally prepare individual products for subordinates. The platoon leader must be able to use the products of the battalion’s IPOE effectively during mission analysis and be able to inform subordinates based on the compilation of platoon and higher IPOE products.
2-6. The intelligence staff at the battalion intelligence cell develops and provides the IPOE products required by the small-unit leader for use during TLP. Small-unit leaders should not need to do any other refinement of these products. The following includes standard IPOE products provided by the battalion to assist the small-unit leader during TLP:
- Threat situation templates (known as SITEMPs) and course of action (COA) statements.
- Terrain and weather products.
- Tactical decision aids (such as modified combined obstacle overlays [MCOOs] and terrain effects evaluations, weather forecast charts, weather effects matrices, and light and illumination data tables).
- Civil considerations tools and products.
Note. Company commanders coordinate (and provide to their platoon leaders as required) with the battalion intelligence cell for any IPOE products or tools they may need.
2-7. Due to the lack of a staff and resources, as well as time constraints, the small-unit leader depends on the timely delivery of IPOE products developed by higher headquarters tailored to support small-unit planning. Specifically, the components of IPOE inform TLPs steps 2 through 6 and actions (for example, information collection) within the TLP.
2-8. The last action (activities associated with supervising and refining the plan) occurs continuously throughout TLP and execution of the mission. The information in section II concerning TLP assumes the small-unit leader will plan in a time-constrained environment. All steps should be done, even if in abbreviated fashion. As such, the suggested techniques are oriented to help a leader quickly develop and issue a mission order.
Note. Mission command is the Army’s approach to command and control that empowers subordinate decision making and decentralized execution appropriate to the situation (ADP 6-0). Leaders use mission command, with its emphasis on seizing, retaining, and exploiting operational initiative, through mission orders. Mission orders are directives that emphasize to subordinates the results to be attained, not how they are to achieve them (ADP 6-0). Disciplined initiative—as it relates to mission command describes individual initiative. Mission command requires the company commander to convey a clear commander’s intent and concept of operations to subordinates leaders. Concept of operations is a statement that directs the manner in which subordinate units cooperate to accomplish the mission and establishes the sequence of actions the force will use to achieve the end state (ADP 5-0). Often, subordinates acting on the higher commander’s intent develop the situation in ways that exploit unforeseen opportunities. (See ATP 3-21.10 for additional information.)
2-9. Knowledge management is the process of enabling knowledge flow to enhance shared understanding, learning, and decision making (ADP 6-0). The purpose of knowledge management is to align people, processes, and tools within the organizational structure and culture to achieve shared understanding. This alignment improves collaboration and interaction between leaders and subordinates and information sharing with subordinate units and higher echelon headquarters. (See ATP 3-21.20 for information on knowledge management.)
Process Comparisons and Initial Considerations
2-10. Leaders start the operations process by identifying their units’ mission—the essential task or tasks, together with the purpose, that clearly indicates the action to be taken and the reason for the action (see JP 3-0). Throughout the process leaders remain flexible. They adapt TLP to fit the situation rather than try to alter the situation to fit a preconceived idea of how events should flow. At all levels, developing and describing the vision of leaders requires time, explanation, and ongoing clarification.
Parallel Planning
2-11. All leaders understand that their next higher commander’s concept of operations continues to mature, and continue parallel planning as it does so, up until execution. Parallel planning occurs when two or more echelons plan the same operation at about the same time. Parallel planning is easiest when the higher headquarters continuously shares information on future operations with subordinate units. For example, rather than waiting until the platoon leader finishes planning, the squad leader starts to develop the squad’s mission as information is received and fleshes out the mission as more information becomes available. Figure 2-2 on page 2-8 illustrates the parallel sequences of the TLP of the company with the TLP of its platoons and the TLP of the platoon with the TLP of its squads.
Figure 2-2. Parallel planning
Sequencing of Steps
2-12. Normally, the first three steps (receive the mission, issue a WARNORD, and make a tentative plan) of TLP (see paragraph 2-16) occur in order. However, the sequence of subsequent steps is based on the situation. The tasks involved in some steps for example, initiate movement and conduct reconnaissance may occur several times. The last step, supervise and refine, occurs throughout.
2-13. A tension exists between executing current operations and planning for future operations. Small-unit leaders must balance both. If engaged in a current operation, there is less time for TLP. If in a lull, transition, or an assembly area—an area a unit occupies to prepare for an operation (FM 3-90), leaders have more time to use TLP thoroughly. In some situations, time constraints or other factors may prevent leaders from performing each step of TLP as thoroughly as they would like. For example, during Step 3 – Make a Tentative Plan, small-unit leaders often develop only one acceptable COA vice multiple COAs. If time permits, leaders may develop, compare, and analyze several COAs before arriving at a decision on which one to execute.
Initial Warning Order Or New Mission
2-14. Small-unit leaders begin TLP once the initial WARNORD or a new mission is received. As each subsequent order arrives, the leader modifies assessments, updates tentative plans, and continues to supervise and assess preparations. In most situations, leaders will not receive or issue more than one WARNORD; security considerations and/or tempo make it impractical to do so. Leaders carefully consider decisions to eliminate WARNORDs. Subordinates always need to have enough information to plan and prepare for their mission. In other cases, TLP are started before receiving a WARNORD based on existing plans and orders (contingency plans or be-prepared missions) and on subordinate leaders’ understanding of the situation.
Note. Leaders filter relevant information into the categories of the mission variables of METT-TC (I) mission, enemy, terrain and weather, troops and support available, time available, civil considerations, and informational considerations. METT-TC (I) represents the variables leaders use to analyze and understand a situation in relationship to the unit’s mission. The first six variables are not new. However, the increased use of information (both military and civilian) to generate cognitive effects requires leaders to assess the informational aspects and impacts on operations continuously. Because of this, informational considerations, represented with (I) has been added to the familiar METT-TC mnemonic. Informational considerations is expressed as a parenthetical variable in that it is not an independent variable, but an important component of each variable of METT-TC that leaders pay particular attention to when developing understanding of a situation. (See paragraph 2-89 for additional information.)
2-15. Parallel planning hinges on distributing information as it is received or developed. Subordinate leaders cannot complete their plans until they receive their unit mission. If each successive WARNORD contains enough information, the higher command’s final order should confirm what subordinate leaders have already analyzed and put into their tentative plans. In other cases, the higher command’s order may cause subordinates to conduct additional planning.
Next Page : Section 2 – Small-Unit Troop Leading Procedures