text: Appendix K
  AGENDA FOR TRAINING AFTER ACTION REVIEW
  K-6. AARs follow an agenda, which includes—
  * A review of what was supposed to happen.
  * Establishing what did happen.
  * Determining what was right or wrong with what happened.
  * Determining how to perform the task to standard next time.
  K-7. A training AAR begins with a review of what was supposed to happen. A facilitator or evaluator, along
  with participants, reviews what was supposed to happen. This review is based on the commander’s guidance,
  training objectives, and tasks to train.
  K-8. The training AAR continues as the evaluator establishes what happened. The facilitator and
  participants jointly determine what actually occurred during the training event, phase, or operation. The
  leader attempts to gather as many views or perspectives—such as from the OPFOR, squad leader, team
  leader, or rifleman—as feasible. These views help to establish a common understanding of the operation or
  event. Leaders then understand the complexity of an event and work to solve complex, ill-defined problems
  quickly. An effective AAR requires an accurate account of events. The evaluator and participants determine
  what actually happened during the performance of the task.
  K-9. After establishing the events that occurred, the AAR covers what was right or wrong with what
  happened. Participants identify the strong and weak points of their performances based on the commander’s
  guidance and performance measures. The facilitator guides discussions to ensure maximum input that is
  operationally sound and relevant to the training event. Effectively guided discussions reach conclusions that
  are doctrinally sound, consistent with Army standards, and relevant to the unit mission.
  K-10. The AAR concludes as participants determine how the unit should complete the task differently next
  time. The facilitator guides the unit in self-determining how it might perform the task more effectively in the
  future. The unit identifies problems and provides solutions as well as identifies who is responsible for making
  the recommended changes. Additionally, the facilitator guides the discussion to determine a more effective
  way to train the tasks to achieve the commander’s guidance.
  PLANNING CONSIDERATIONS
  K-11. Commanders identify opportunities to conduct AARs, assign evaluator responsibilities, and specify
  the time and resources to conduct AARs. As leaders conduct training, subordinate leaders assess unit and
  leader proficiency on collective and individual tasks, conduct on-the-spot coaching, and lead informal AARs.
  These tasks require that leaders understand the commander’s intent, guidance, concept of operations, and
  training objectives.
  K-12. The amount and level of detail needed during the planning and preparation processes depend on the
  type of AAR to be conducted and available resources. The AAR process has four steps:
  * Plan.
  * Execute.
  * Evaluate.
  * Integrate and share lessons learned.
  STEP 1: PLAN
  K-13. Commanders provide their guidance to develop an AAR plan for each training event. Subordinates
  determine how to achieve the commander’s guidance. The guidance applies to formal and informal AARs
  and identifies—
  * Who conducts the AAR.
  * Who provides information.
  * Aspects of the operation an AAR evaluates.
  * Who attends the AAR.