RNR CODC Module 5 Handbook

RNR COMMANDING OFFICER 

DESIGNATE COURSE HANDBOOK 

Module 5: 

Section 8: 

Management of RNR Unit Recruitment and Training 

Initial Naval Training and Core Maritime Skills

i ABOUT MODULE 5 

The RNR Unit Commanding Officer (RNR CO) is responsible for overseeing and maintaining the operational capability and 

management of their RNR Unit. The RNR CO is expected to undertake their Command responsibilities competently, resolutely and 

with confidence and in so doing to 

• Interpret and implement Directives cascaded from Commander Maritime Reserves (CMR) 

• Manage the Human Elements of the RNR Unit including recruitment and training 

• Oversee internal and external RNR Unit communications 

• Oversee the strategic, tactical, financial and logistical requirements of the RNR Unit 

• Oversee safety, health, environmental and fire (SHEF) requirements of the RNR Unit and to 

• Participate in the National Development of Maritime Reserve business. 

This unit covers Initial Naval Training (INT) and Core Maritime Skills (CMS) Training. 

By the end of this unit, you will be able to 

• Explain the joining prerequisites for Royal Naval Reserve Officer Cadets and Ratings 

• Explain the Phase I and II Training Pipeline for Maritime Reservists 

• Explain the function of Role Performance Statements 

RNR CODC HANDBOOK MODULE 5 » ABOUT MODULE 5 1

i ABOUT MODULE 5 

• Explain Initial Naval Training assessment methodologies 

• Explain the consequences of failure for the individual during INT and CMS 

• Explain the Defence Trainer Capability Policy and associated Directives 

• Identify and discuss the leadership qualities and skills of effective Initial Naval Training Phase I Instructors. 

RNR CODC HANDBOOK MODULE 5 » ABOUT MODULE 5 2

UNIT 1 

INITIAL NAVAL TRAINING FOR 

RNR OFFICERS AND RECRUITS 

RNR CODC HANDBOOK MODULE 5 » SECTION 8 » UNIT 1 3

1.1 THE AIM OF DEFENCE TRAINING 

Maritime Reserve Training aims to instil and inculcate the professional and personal attitudes, skills and knowledge, through 

individual and collective interventions and experiences, to enable Maritime Reservists to meet COMMARRES operational tasking, 

whilst also providing a foundation for enduring commitment, retention and development. 

For further information and guidance, refer to BR 3(2), Chapter 5. 

Related References 

• BRd 3(2). 

Instruction 

Answer the questions in Unit 1.1 on the DLE. 

RNR CODC HANDBOOK MODULE 5 » SECTION 8 » UNIT 1.1 4

1.2 THE TRAINING MANAGEMENT SYSTEM 

RNR training is conducted in accordance with the Defence Systems Approach to Training (DSAT) quality standard as detailed in 

JSP 822 and coherent with Defence Direction and Guidance on Training, Education and Skills. Appropriate management 

processes are articulated by TRA and TDAs or Training Providers where appropriate and applied by Units and Specialisations; this 

enables audit traceability and continual improvement. 

Legislative compliance demands a robust personnel, training and education governance process and data assurance is a vital 

component of that process. The Chain of Command must have confidence that individuals are properly qualified for the activities 

that they have been trained to conduct or train others in and that risks can be effectively mitigated or managed. Where JPA 

competencies do not result from a training event or activity, records should be made in the SP’s JPA Individual Training History to 

provide a data reference of the date, its location, nature and result. Reference should be made to JSP 794. 



• JSP 794. 

• JSP 822. 

• BRd 3(2). 

Instruction 

• Answer the questions in Unit 1.2 on the DLE. 


1.3 OPERATIONAL CAPABILITY TRAINING 

There are two primary types of Reserve training activity. These are Operational Capability Training / Continuous Training (OCT/CT) 

and Support Activity / Non-Continuous Training (SA/NCT). OCT / CT comprises formal courses, exercises and attachments to HM 

Ships and Establishments, or international equivalents, together with formal national and regional training activities. As the title 

implies, OCT / CT is that training which is directly relevant to the Maritime Reservist’s capability in their roles or career development 

as a whole. Examples of OCT/CT are 

• Undertaking individual or collective training as prescribed within the Specialisation’s Training Matrix (TM). 

• Conducting exercises in support of the Capability Manager's objectives. 

• Managing or executing the management role, or as a trainer within an individual’s Specialisation, sub-Specialisation or 

Training Division. 

• Sea training for Young Officers or relevant specialisations. 



• BRd 3(2). 

Instruction 



1.4 SUPPORT ACTIVITY AND NON-CONTINUOUS TRAINING 

Support Activity and Non-Continuous Training (SA / NCT) mostly comprises of drill nights and weekend events conducted in parent 

Units (unless where a national or regional training weekend has been classified as OCT / CT). In addition, other activity not deemed 

directly relevant to the Maritime Reservist’s operational role may be classified as SA. 

Examples of SA / NCT include: 

• Drill Nights. 

• Unit Events – for example Divisions and ‘Live’ recruiting events. 

• Participation in authorised sport. 

• Management or administration of training and events unless assigned to the trainer role (BRd 3(2), Chapter 5, Para 

0503.a(3)) or if assigned to the Training Division. 

• Supporting Fleet, NATO or tri-Service exercises outside of the Reservist’s specialisation or sub-specialisation unless 

agreed with COMMARRES HQ and the Specialisation SO1. 

• In support of the Royal Navy in Society (RNIS). 

• Adventurous Training (AT). 

In carrying out this training and in all aspects of their personal and professional lives, Maritime Reservists are required to meet the 

high personal standards expected of all members of HM Armed Forces in order to be awarded the Certificate of Efficiency (CoE) 

and, hence, an annual training bounty. 


1.4 SUPPORT ACTIVITY AND NON-CONTINUOUS TRAINING 

For further information and guidance, refer to BR 3(2) Chapter 5. 


• BRd 3(2). 

Instruction 



1.5 CERTIFICATE OF EFFICIENCY (CoE) 

COMMARRES specifies the criteria for achieving CoE annually. When awarding a CoE, RNR Unit Commanding Officers should 

comment on any failure of any individual who has not met an obligatory training requirement. 



• BRd 3(2). 

Instruction 



1.6 ‘PHASE I’ FITNESS AND MEDICAL REQUIREMENTS 

Maritime Reservists are expected to perform to the same levels of fitness as Regular personnel in accordance with the RNFT/BFT 

Policy for the Naval Service (NS). It is incumbent upon Maritime Reservists to ensure they are medically and physically fit to 

conduct training. As part of the medical self-certification required prior to attending training courses, any Reservist who is not fit for 

unrestricted duties, i.e. those not in MES Code MFD A4/L1/M1/E1, must highlight this to their Unit prior to undertaking any training 

activity. 

The Unit will liaise with COMMARRES’ Maritime Reserves Medical Office to confirm activities that the Reservist may undertake. It 

is mandatory for Maritime Reservists to remain in date for the RNFT, in accordance with the regulations specified in BR3(1) 

Chapter 29 Section 3. 

Maritime Reservists who are out of date for the RNFT are only permitted to conduct training activities with the direct authority of the 

RNR Unit Commanding Officer. Personnel who are in date, but have failed the RNFT, should consult the extant CMRTM for the 

regulations relating to participation in training activities. 



• BRd 3(1). 

• BRd 3(2). 

Instruction 



1.7 PROVIDING MILITARY AID TO CIVILIAN AUTHORITIES (MACA) WHEN UNDER TRAINING 

Maritime Reservists may be permitted to undertake both Military Aid to the Civil Authorities (MACA) and Military Aid to the Civil 

Community (MACC) duties or training when serving under the provisions of s27 of the Reserve Forces Act 1996. Whilst extant 

and emerging legislation will generally seek to offer mobilisation for such tasks wherever possible, the short notice and short-term 

nature of assistance to the community at times of disaster, may require periods of duty under the provisions of s27. Subsequently, 

in all circumstances there arising, Maritime Reservists should be qualified and prepared to the same standard as their Regular 

Service counterparts for the task they are undertaking. 



• BRd 3(2). 

• Reserve Forces Act, 1996. 

Instruction 



1.8 TRAINING BOOKING PROCESS 

Only those personnel who have a current Service engagement and hold the appropriate security clearances are permitted to attend 

training. It is therefore incumbent upon the Unit to ensure that applications for re-engagement are timely, in order to enable 

individuals to achieve and or maintain SQEP. 

The RNR Training Catalogue provides a basic reference document to assist individual Maritime Reservists and Unit Supporting 

Staff with the booking process of RNR training. It is a live document and is aimed as a guide to approved Individual and Collective 

Training, rather than providing a definitive list. 

Ab-Initio Reservists undertaking Phase I training are managed by the RNR Pipeline Manager (RNR PM) and, once allocated to a 

training course, are loaded via TAFMIS to the components of RNR Phase I training. Units are to ensure allocated Reservists attend 

the assigned Phase I courses as stipulated in their Individual Training Plans provided by the RNR PM. Submission of a Travel 

Authorisation Order (TAO) by the individual will serve as sufficient confirmation that the Reservist intends to attend their assigned 

training. Any changes must be notified to the RNR PM immediately. 

Only authorised travel documentation is permitted for use to book and claim for training. Units are not allowed to alter forms for their 

own purposes. The procedures for booking training other than RNR Phase I are specified within BRd 3(2) Chapter 5. The Navy 

Training Course Booking Cell (Reserves) are able to book training in order of date and to confirm bookings with the Unit via JPA 

notification as well as by updating the 12-week nominal list. This enables Units and Specialisations to monitor their training pipeline 

load. 

Occasionally, training opportunities may arise which are not on the Specialisation Training Matrix; in these instances, the relevance 

and applicability of the training must be scrutinised by the UOO prior to forwarding any training applications to NAVY MR HQ RNR 

TRAINING SO2. Non-matrix related requests must be received in COMMARRES HQ a minimum of 8 weeks prior to the training 


1.8 TRAINING BOOKING PROCESS 

commencing. This timescale will enable deliberation and further investigation, if deemed necessary, whilst also ensuring that 

applications are forwarded to the CBC (Reserves) ahead of the 6-week rule where approved. 



• BRd 3(2). 

Instruction 



1.9 INITIAL NAVAL TRAINING FOR RESERVE OFFICERS AND RECRUITS 

The RNR Initial Naval Training pipeline is a blend of material hosted on the Virtual Learning Environment (VLE) for use on Unit drill 

nights, by the individual Maritime Reservist through their own devices, and national weekends leading to a Confirmation Course at 

BRNC for Officers and HMS RALEIGH for Recruits. RNR Officer Cadets (RNR OC) and RNR Recruits (RNR R) all undertake 

INT1A to instil Core Maritime Skills. Young Officers then undertake INT1B studying Command, Leadership and Management (CLM) 

elements. The RNR Pipeline Manager (RNR PM) will allocate individual Maritime Reservists to the various courses with the 

expectation that INT1A is completed within 12 months and INT1B (Officers only) within a further 12 months. 

Attested Probationer Reservists (Phase 0; not allocated) are not eligible to attend RNR INT events away from their Units. A limited 

number of spaces have been made available to the RNR on the RN Ratings Phase I (INT) course in order to allow those Reservists 

with the capacity to reduce time in training to do so. The RNR PM should be contacted in the first instance to identify suitable 

opportunities. For approximately 50 Officer Cadets with the capacity to condense their training, the Accelerated Officer Programme 

provides an 8-week training package during the summer months. 



• BRd 3(2). 

Instruction 



1.10 ‘PHASE I’ MILITARISATION FOR RNR YOUNG OFFICERS 

One of the critical themes for Young Officer training is the Militarisation (MIL) phase of Initial Naval Training, which includes 

• Command, Leadership and Management (CLM), 

• Physical Training (PT) and Physical Development (PDev), 

• Ceremonial Training (CT), 

• Core Maritime Skills (CMS), 

• Beliefs and Values of the Royal Navy (BVRN), 

• NATO Sequence of Orders (NSOs), 

• C-IED and 

• Operational Law. 

The focus is on introducing RNR OCs to the military environment, basic navigation and the core skills which will then be adapted to 

the maritime environment in Phase II. 

Phase I has a strong emphasis on leadership development throughout, culminating in the Assessed Basic Leadership Exercise 

(ABLE). Importantly, by the end of the Militarisation phase, all RNR OCs will have progressed in aspects of the Core Maritime 

Skills. 

For further information and guidance, refer to BRNC INTSO, Chapter 8. 


1.10 ‘PHASE I’ MILITARISATION FOR RNR YOUNG OFFICERS 


• BRNC INTSO. 

Instruction 



1.11 ‘PHASE I’ MARINISATION FOR RNR YOUNG OFFICERS 

During the Marinisation (MAR) Phase of Initial Naval Training, RNR OCs will complete their Initial Sea Acquaint (ISA). Without the 

basic military skills and an appreciation of the maritime environment provided during MAR, they will be unable to benefit from this 

time at sea. MAR forms a key part of INT(O), aiming to build on the basic military skills acquired in MIL and apply them to the 

Maritime environment. 

During this time, RNR Officer Cadets continue with their additional training and responsibilities from MIL such as sport, parade 

training, class leader and divisional representatives. 




Instruction 



1.12 RNR YOUNG OFFICERS’ FLEET BOARD 

The RNR Fleet Board is the final summative assessment of INT (O) training. Convened by COMMARRES HQ, the Board is 

designed to determine whether individuals have achieved the Training Objectives identified within the Training Performance 

Statement (TPS) as generated from the RNR All Officers’ First Common Appointment (AOFCA) Role Performance Standard (RPS) 

and is ready in all respects to proceed to Phase II training. 

The number of Fleet Boards is determined by the recruitment target detailed in CNR’s Recruiting Target Letter. A pass at the YO 

Final Leadership Exercise (FLEX), online completion of Defence Writing training and completion of the Task Book are prerequisites 

for progression to the Board. 

Deliverables from Units and YOs are specified by COMMARRES HQ. YOs are required to attend Fleet Board at a point not 

exceeding more than two years from the date of entry to officer training. Where, due to exceptional circumstances, a YO requires 

additional time, the Unit Commanding Officer is to submit an application to COMMARRES for an extension, providing details of the 

circumstances and timescale for eventual completion. At this point the individual is to be placed on Warning for discharge. 

Should the individual fail to pass the Board within the following 12 months, the facts of failure are to be presented to COMMARRES 

who has the discretion to either confirm the YOs discharge from Service or, where there is clear evidence of mitigating 

circumstances, authorise a period of further extension. Fleet Board Members undergo specific training to ensure familiarity with the 

DSAT process and confirms adherence to marking schema. Each sitting Board has a Staff Officer to manage the effective 

execution of the Board to which they are assigned. 

The Fleet Board is a pass or fail examination. Where appropriate, the Board President will advise the YO verbally of failure to 

achieve the required standard. Outcomes relating to failure fall into two categories, as follows: 


1.12 RNR YOUNG OFFICERS’ FLEET BOARD 

1. Failure with Recommendation to be Removed from Training. Any YO failing Fleet Board with a recommendation to be 

removed from the Active List will be held subject to the procedures within current policy. Individuals promoted to the 

Officer Corps through the UY scheme who have failed to make satisfactory progress and are therefore recommended to 

be compulsorily withdrawn from training may request to revert to their former rate as an alternative to leaving the RNR. 

Application to revert is subject to approval by COMMARRES and the appropriate Branch Manager. Approval of any such 

requests cannot be guaranteed. 

2. In extremis, Failure with Recommendation to Re-attend a Future Board. If a YO is recommended to return, they will 

be placed on SO1 RNR INT Warning and closely monitored and mentored by their assigned Unit and RNR INT Staff until 

attendance at a future Fleet Board pending a satisfactory outcome. 




• BRd 3(2). 

Instruction 



1.13 INITIAL NAVAL TRAINING PROCESS 

Arrival and Completion of Training 

MR Units and organisers of training activities must use reasonable endeavours to ensure personnel are not placed at risk travelling 

to or from training events. The most suitable travel option should be considered not only in terms of economic value but with 

consideration of event completion time, individual travel requirements, security risk assessments and distances to be travelled. If, 

due to the exigencies of the Service (unexpected changes to a ship’s programme, etc.) it is not possible to release from training an 

Officer or Rating on the correct date, Commanding Officers should approve payment for any additional days. 

No Officer or Rating is to be released from training to shore at his/her own request before completion of the period of training/duty 

for which he/she is authorised to be borne, except with the approval of COMMARRES or, in urgent cases, of the senior person 

present. A 12-week nominal roll is available on MOSS. RNR Units are to check this nominal roll weekly and advise of any 

discrepancies at the earliest opportunity in order that the training event coordinator may be advised. 

If a Reservist fails to arrive for RNR organised training, the coordinator is to attempt to contact the individual. If this fails, the 

appropriate Unit’s Duty PSI is to be contacted. Individuals who are unexpectedly unable to attend must inform the coordinator as 

soon as possible. Unit duty staffs are to be aware of those attending training at any given point and should be prepared to 

implement local procedures where necessary. 

Training event coordinators must inform the Unit via the Duty PSI in the instance of 

• Unexpected attendees, or 

• Behavioural or disciplinary concerns 



either immediately or the next working day, whichever is more appropriate. 

In order to ease the administration burden on trainers, personnel are to be in possession of the appropriate non-altered pay form 

when proceeding on training. 

Individuals are responsible for checking their JPA account to ensure that competences have been added as appropriate. In 

accordance with BRd 3(1) Para 5751, Units are to manage the ‘Hot Handover’ of trainee information to the Training Provider, in 

order to ensure training optimisation and provision of effective Welfare and Duty of Care where appropriate. 

Training Reports 

Reports of training activity are to be submitted in accordance with JSP 757. These reports are intended to provide additional input 

to the annual appraisal process, and it is the responsibility of RNR Units to ensure that reports are sent. 

Leave During Training 

Reservists accrue pro-rata leave aligned with the number of Reserve Service Days undertaken during the training year. This is 

calculated automatically by JPA and paid upon the accrual of 10 training days. The entitlement to paid leave and policy of how this 

is administered is detailed in JSP 760, Chapter 1, Section 9. 

Officers and Ratings are not to be granted leave whilst employed on RSDs. Reservists serving on RSDs onboard ships may take 

shore leave as permitted by the ship’s programme. 



Overseas Training 

Reservists are not permitted to proceed on training overseas, or training with an overseas Regular or Reserve Force unless 

specifically authorised by COMMARRES HQ. Likewise, overseas Armed Forces are not permitted to train with the Maritime 

Reserve without the prior approval of COMMARRES HQ. 

Reservists are not permitted to apply for overseas travel for an exercise billet unless the exercise has been authorised as a 

supported Defence activity. Approved billets will have a Local Serial Number (LSN) which must be quoted on all applications. 

CLM and Staff Courses 

CLM and Staff courses are major training and educational activities in the career progression of a Reservist. Units are to ensure 

that relevant information e.g. RNTMs/DINs, regarding pre-requisite joining activities and standards of fitness are clearly understood 

by personnel intending to attend these courses. 

Training Delivery 

Training courses and weekends delivered through a Lead School are articulated in the annual Statement of Trained Requirement 

(SOTR) process and no changes are allowed without advice being sought from BM(Res), COMMARRES Training Team and the 

relevant Lead School. Formal branch or specialisation weekend training must be conducted in accordance with JSP 822 with 

appropriate Supervisory and Duty of Care routines provided in accordance with JSP 822. 

The SOTR / SOTT process works to an 18-month cycle and Specialisations must align their training requirements and volumetric 

planning to match this timeframe. Annual guidance will be provided by COMMARRES and BM(Res). 



Remote Study 

The use of modern technology and content on current electronic Defence learning platforms is enabling more Reserve activity to be 

conducted over the Internet. Reservists are to be paid up to and not more than the number of hours of learning stipulated by the 

course developer. 

For further information and guidance, refer to BRd 3(2) Chapter 5. 


• BRd 3(1). 

• BRd 3(2). 

• JSP 757. 

• JSP 760. 

• JSP 822. 

Instruction 



1.14 UNSATISFACTORY PERFORMANCE DURING TRAINING 

When a short coming in a YO or Recruit’s performance is identified during Phase I, there are a number of measures available to the 

instructional team to assist the YO or Recruit to reach the required standard of performance. These may include additional 

instruction, coaching, reward and additional time. In some instances, shortcomings can be quickly addressed by use of physical 

exercise, verbal rebuke or additional duties; this is collectively known as Remedial Training (JSP 822, Part 1, Chapter 2). 

It is recognised that poor performance by YO and Recruits when under training may be the result of a deficiency of skills or 

knowledge, poor attitude or behaviour, or indeed a combination of any of these factors. When selecting the means of remedial 

training, instructors will take into account the stage of training, the seriousness of the fault and overall performance to date. 

Attitudinal issues may be addressed through a combination of actions and public encouragement. It is important to note this must 

not amount to public humiliation. Where the attitudinal or behavioural issues are more serious in nature, instructional staff will 

consider whether there are sufficient grounds for administrative or disciplinary action. 




• JSP 822. 

Instruction 



1.15 THE COMMANDING OFFICERS’ DUTY OF CARE TOWARDS RESERVISTS 

As an employer, the MOD has care and welfare obligations for all recruits and trainees in its charge; this duty has legal, moral and 

presentational components. The expression used to describe the moral component is Supervisory Care. Supervisory Care entails 

the provision of an appropriate military, pastoral and welfare regime that goes beyond the mere delivery of military, technical or 

specialist training and/or education, and includes the inculcation of professional military ethos. 

It also includes the need for recruits and trainees to be mentored by suitable military and/or civilian staff, and recognises the 

particular vulnerabilities associated with initial training and the transition from a civilian to a trained member of the military and from 

youth to adult. 

Commanding Officers of training establishments are directly responsible and accountable for ensuring an effective Supervisory 

Care regime is established for the recruits, trainees, cadets, Under 18s (U18s), Vulnerable Adults and other students within their 

establishments. Such regimes must be all-embracing and should include all training as well as other activities related to training. 

Duty of Care to Under 18s 

Commanding Officers are responsible for the care of all Service personnel under their command and are accountable accordingly. 

This is referred to as their ‘duty of care,’ and is the obligation to exercise such a degree of care towards an individual, as is 

reasonable in all the circumstances, to ensure their wellbeing and that of their property. Breach of the duty of care will give rise to 

legal liability for loss or damage suffered in consequence. Duty of care also includes statutory duties as set out at Section 2 of the 

Health and Safety at Work Act 1974, which states that it is the duty of “every employer to ensure, so far as is reasonably 

practicable, the health, safety and welfare at work of all his employees.” 



Commanding Officers are required to fully comply with the provisions set out in JSP 834 Safeguarding Children and Young 

People. As the Commanding Officer of a training establishment, your ‘duty of care’ responsibilities arise from the employment of 

individuals, including those U18, and not from acting in loco parentis to those within the 16-18 age group. As such, a Commanding 

Officer does not have the rights and obligations imposed on a parent or guardian (such as a local authority looking children in care). 

Rather, all those in a position of authority owe a duty of care to those under their command, including Service personnel U18. 

It is the Commanding Officer’s responsibility to bring to the attention of those beneath them in the chain of command all policies 

and procedures relating to the care, health, wellbeing and welfare of persons under the age of 18. In essence, the age of the 

Service person, the all-encompassing nature of Service life (in particular, initial training), and other factors particular to the 

individual such as their maturity and intelligence are relevant to the degree of care required to meet the duty of care. Although the 

Services are not in loco parentis, the care and welfare of U18s requires particular attention. 

Commanding Officers must be fully cognisant of this need. 

For further information and guidance, refer to JSP 822, Part 1, Section 2 


• JSP 822. 

• JSP 834. 

• Health and Safety at Work Act 1974 



Instruction 




UNIT 2 

MANAGEMENT OF INITIAL 

NAVAL TRAINING INSTRUCTORS 


2.1 DEFENCE TRAINER CAPABILITY POLICY AND DIRECTIVE 

Trainer induction and attendance at Defence Trainer Capability (DTC) training. Commanders must seek to ensure that all trainers 

and support staff (military, civilian and contractor) in initial training attend the appropriate DTC training iaw JSP 822, Part 1, 

Chapter 4, Section 4.1. They must ensure effective on-going trainer support, mentoring and development. Commanders must 

prioritise course attendance, in line with the deductions from their CRA. 

For further information and guidance, refer to JSP 822, Part 1, Section 2. 


• JSP 822. 

Instruction 



2.2 MANAGEMENT OF THE INITIAL NAVAL TRAINING PROCESS 

Management of Training System 

JSP 822 identifies the mandated activities (processes, outputs and deliverables) required of a Management of Training System 

(MTS). The DSAT process is applied intelligently with appropriate flexibility to achieve an effective and efficient Training System 

capable of supplying the right mix of sufficient, capable, motivated, deployable and diverse people, now and in the future. 

Mandated activities requiring exemption from a Unit's MTS must be clearly identified, justified and documented within the Unit's 

MTS (normally the Training Quality Manual) which is to be endorsed by the respective TDA. 

Training Governance (Training Policy and Strategy) 

In order to provide coherence to the management of individual training policy across the Naval Service, a Training Policy Steering 

Group (TPSG) is convened biannually. The TPSG is chaired by ACNS(T) SO1 PolStrat. In addition to holding the responsibility for 

individual training policy, the ACNS(T) training policy desks are responsible for translating relevant Defence policy change into 

Naval Service action, the planning and co-ordination of second party audit and training media policy. 

Training Governance (Training Capabilities) 

The ACNS(T) Training Capability (TC) Team are responsible for the oversight, management and review of in-Service training 

delivery. Training Capability Managers (TCMs) support all arms of the Naval Service (including General Service and the Submarine 

Service), with the exception of Aviation and RM, through the ACNS(T) HQ structure. 

Training Capability Managers (TCMs) are responsible for liaising between their respective Training Delivery Authorities (TDAs), 

Training Requirements Authorities (TRAs) and Capability Delivery Teams to ensure that in service individual training meets the 



identified need. The TCMs are organised to cover Warfare and Engineering in-service training and act as the single TLoD point of 

contact for dealing with emergent training requirements and issues. 

They deliver the TLoD input to all the In-Service Capability Management Boards and also represent and assure the TLoD output at 

appropriate equipment and platform Project Boards and supporting Working and Steering Groups. The TCMs are experienced 

warfare and engineering officers and therefore provide SME input and assistance to FOST HQ Staff, in particular the New 

Capabilities team, who are exclusively TM officers and require SME input to support their TLoD assurance activity. 

The TCMs deliver a number of FOAP Course and Training Design executive functions and are central to taking forward issues 

raised through the Training Feedback (S3018) and Training Lessons Identified (DLIMS) processes. They also provide the TLoD 

input to wider NCHQ Force Generation meetings either as BaU or for specific emergent operations. 

Role and Function of HRTSG 

The following aspects of the training system are the responsibility of the HRTSG (ACOS(PCap) conducted on behalf of the TRA: 

1. Maintaining Role Performance Statements (Role PS) for the NS. 

2. Planning and execution of external validation (ExVal) for individual training. 

3. Production of non-equipment TNAs and advice and consultancy to outsourced non-equipment TNA projects. 

4. Production and maintenance of the Statement of Trained Requirement (SOTR). 





• JSP 822. 

Instruction 



2.3 MANAGEMENT OF THE INITIAL NAVAL TRAINING INFORMATION 

All personnel working in the training/learning domain must ensure that learning data and information is assured, managed and 

exploited effectively. The Management of Information (IM) has three key areas: 

• Information Assurance (IA). IA is the practice of assuring information and managing risks related to the use, processing, 

storage, and transmission of information or data and the systems and processes used for those purposes. IA includes 

protection of the integrity, availability, authenticity, non-repudiation and confidentiality of users’ data. 

• Information Management (IM). IM concerns a cycle of organisational activity: the acquisition of data or information from 

one or more sources, the custodianship and the distribution of that information to those who need it, and its ultimate 

disposal through archiving or deletion. 

• Information Exploitation (IX). IX facilitates real business outcomes from data and information within the business. 

Without IX, data is not utilised effectively, thus reducing the benefit of decision making within the organisation. 

TAFMIS and Defence Learning Environment (DLE) Overlap of Functionality 

TAFMIS and the DLE are two major Defence provided training / learning IM systems, developed to cater for different business 

management areas of Defence Training and Education. However, over the through-life development of capabilities, there is now an 

overlap of functionality and both systems can be used to carry out some IM and IX tasks. The major business function areas where 

the overlaps lay are as follows: 

• Trainee / Student Assessments. The DLE has online electronic assessments while TAFMIS focuses on paper-based 

assessments. 


2.3 MANAGEMENT OF THE INITIAL NAVAL TRAINING INFORMATION 

• Trainee / Student and Trainer/Instructor Validation. The DLE has online electronic surveys and validations, while 

TAFMIS uses paper-based trainer / instructor or trainee / student feedback questionnaires. 

Trainee / Student Management 

TAFMIS manages all aspects of student management from loading to competence recording and trainee tracking for all MOD 

residential training courses. Trainees are also managed and tracked with their learning activity on DLE, this could be linked to 

residential training but also blended learning activities. 



• JSP 822. 

Instruction 



2.4 PROVISION OF SUITABLY QUALIFIED AND EXPERIENCED PERSONNEL (SQEP) 

All personnel involved in the management, evaluation, quality assurance, analysis, design and development, delivery and 

assessment of training and the supervision of trainees shall be Suitably Qualified and Experienced Personnel (SQEP). DCTS 

courses provide the minimum level of training required by training practitioners, however all training practitioners, regardless of role, 

would benefit from being mentored and engaging with Continuing Professional Development (CPD). 

The TDA shall determine the necessary number, specialisation, grade, competences and qualifications of all personnel required for 

the management, evaluation, quality assurance, design and development, delivery and assessment of training and the supervision 

of trainees. 

This information is to be detailed in Staff Training and Development Records, Terms of Reference and the Unit Establishment List 

(UEL) as it is utilised by CMs to identify and select personnel suitable for employment in the training roles. It is to be subject to 

regular review. 

The UEL must be annotated with the extended hand-over period/pre-employment training requirement. 

Training Requirements for Training and Supervisory Staff 

All trainers delivering formal Phase I, II or III training within the RN TLB are to be trained with the Defence Train the Trainer Phase I 

and II (DTTT (Phase I and 2)) course; for Phase III trainers this is a higher requirement than the minimum specified within JSP 822, 

Part 1, Section 4. 

Defence Trainer (Flying) (DTTT (Fg)) is an alternative Defence Training Capability competence that qualifies trainers to deliver 

aircrew training in the Phase II and III Flying Training environment only. 


2.4 PROVISION OF SUITABLY QUALIFIED AND EXPERIENCED PERSONNEL (SQEP) 

Therefore, aircrew instructors require either DTTT (Phase I and II) or DTTT (Fg) to deliver aircrew training, noting that DTTT (Fg) 

only enables trainers to deliver aircrew one-to-one instruction and mass briefs. Aircrew instructors required to deliver formal group 

learning must hold a DTTT (Phase I and II) competence. 

Personnel required to supervise, but not to train, Phase I and/or II trainees must attend the Care of Trainees (COT) course 

delivered by DCTS or a DCTS approved franchise. Supervisory staff must also follow the supervisory care policy. Requirements for 

contractors are detailed in JSP 822. 



• JSP 822. 

Instruction 



2.5 GOVERNANCE OF THE DEFENCE LEARNING ENVIRONMENT (DLE) 

TAFMIS and the DLE are two major Defence provided training/learning IM systems, developed to cater for different business 

management areas of Defence Training and Education. 

However, over the through-life development of capabilities, there is now an overlap of functionality and both systems can be used 

to carry out some IM and IX tasks. The major business function areas where the overlaps lay are as follows: 

• Trainee / Student Assessments. The DLE has online electronic assessments while TAFMIS focuses on paper-based 

assessments. 

• Trainee / Student and Trainer/Instructor Validation. The DLE has online electronic surveys and validations, while 

TAFMIS uses paper-based trainer/ instructor or trainee/student feedback questionnaires. 



• JSP 822. 

Instruction 



2.6 THE INTERNAL ASSURANCE OF NAVAL TRAINING DELIVERY 

JSP 822 sets out the audit and assurance process for defence training delivery. In summary, audits and inspections are conducted 

at three levels: 

• 1st party, 

• 2nd party, and 

• 3rd party as detailed in JSP 822. 

The following are most likely to fulfil assurance roles: 

• TRA: 

o 

o 

o 

Evaluation Strategy. 

ExVal of the training activity. 

Contribution to the Management of Training System (MTS). 

• TDA: 

o 

o 

2nd party audit and inspection of the Training System (external to the training activity). 

Contribution to the MTS. 



• Training Provider: 

o 

o 

o 

InVal (based upon the Evaluation Strategy written by the TRA). 

1st party audit and inspection of the Training System (internal to the training activity). 


• Training Design Organisations: 

o 

o 

o 

o 

InVal (based upon the Evaluation Strategy written by the TRA, implementing findings provided by the TP). 

ExVal (implementing findings provided by the TRA). 

1st party audit and inspection of the training design process and documentation. 


Second Party Audits are programmed, managed and delivered, on behalf of ACNS(T), by SO2 Assurance. ACOS(T) staff will 

ensure that all areas of individual training are subject to an independent (second party) audit. Audits will check a unit's compliance 

against JSP 822 including, for Phase I and II units, their implementation of measures providing Welfare and Duty of Care (WDoC) 

to trainees and staff. 

Audits are scaled according to the size of the training unit being audited, any risks with training identified through CEB processes 

and a unit's self-declaration of compliance intended to articulate both the level of compliance against JSP 822 and the risks 

associated with training. 



Categories of risk include, but are not limited to: 

• Risk to Life (RtL). 

• Risk to reputation (for example Phase I and II). 

• Risk to Operations. 

If a Phase I or II training unit has recently received a third-party inspection (Ofsted) the audit will focus predominantly on JSP 822 

compliance. Actions resulting from the Ofsted visit and progress will also be reviewed. Audit Planning Cycle. 

The TCWGs/CEBs are to monitor all training units and their levels of compliance with JSP 822 and BRd 3(1); SO2 Assurance will 

in turn amend the 2PA programme for the subsequent training year. Endorsement of the annual programme will be given by the 

Strat CEB preceding the forthcoming Training Year. 



• BRd 3(1). 

• JSP 822. 

Instruction 



2.7 THE EXTERNAL ASSURANCE OF NAVAL TRAINING DELIVERY 

HRTSG conducts External Validation (ExVal) for the Naval Service, as tasked by Branch Managers (BMs) as Training Requirement 

Authorities (TRAs) under DACOS(BM). The ExVal team consists of an SO2 TM, an SO3 TM and five Branch-specific analysts. The 

analysts (OR7-OR9) should be SMEs in their source Branch, capable of day-to-day management of individual projects from start to 

finish, liaising with stakeholders as required. 

Tiered ExVal 

HRTSG will work with BMs to prioritise workload by Branch and across the ExVal team. Provisional work plans should be made, 6- 

12 months ahead, of those Courses identified for investigation. 

Capacity should be allocated for urgent requirements, although in some cases re-prioritisation may be necessary. The prioritised 

Courses should be split into the following categories: 

• Quick Look (QL). For maximum efficiency, key project stages are supported by pre-authorised templates. The QL 

questionnaire template will provide a snapshot as to the effectiveness of a Course in delivering TOs and the relevance of 

each TO to the associated job. Should responses provide no cause for concern, then it will be concluded that the Course 

is fit for purpose. If, however, the evidence points to a potentially major shortfall in training, a Full ExVal will be triggered. 

• Full ExVal. When a BM, for whatever reason, determines that a Course requires more detailed investigation, a Full ExVal 

will be conducted. The activities over and above the QL include, but are not limited to, expanded or targeted 

questionnaires; trainee and trainer interviews; enhanced stakeholder engagement; course observation; detailed 

recommendations. 



• Project. In some cases, for example Project Faraday, it may be necessary to determine a bespoke ExVal strategy that 

spans inter-related courses. This is intended to provide the right information to the right people at the right time, taking into 

account the specific strategic and tactical characteristics of each project. 

The S3018 Training Feedback form enables any Naval SP to provide information on a perceived shortfall in training. All issues 

raised will be investigated and receive a reply. The relevant Branch Analyst, in communication with all necessary stakeholders, will 

assist the BM in determining an outcome which will fall into one of the following categories: 

• No Action Required. In certain situations, the TRA may be content that no action is required, for example when the issue 

is not training related; the individual has not conducted the relevant training for whatever reason; the perceived shortfall is 

not substantiated by documentary and other evidence. 

• Action Taken. Where suitable actions can be identified quickly by the TRA, the SP who submitted the form will be made 

aware of the action that their submission has triggered. 

• Action Pending. In some cases, actions may be identified that cannot be accomplished within a definite time frame owing 

to a variety of potential factors, such as resources, prioritisation and contractual implications. In such instances, the action 

will be recorded to ensure it remains visible until a resolution becomes viable. 

• Noted for Evidence. Where an issue raised triggers a wider investigation or relates to an extant ExVal or Role Analysis 

project, the feedback captured in the form will be taken as supporting evidence. As such, the issue will be addressed 

within the wider context of the relevant project. 



Electronic S3018 

The S3018 has been re-designed as an electronic, on-line form to be more user-friendly and will prompt the individual to provide 

more comprehensive information, whilst reducing the burden on the individual completing the form. 

S3018 Utility 

Although S3018s are administered and investigated through the HRTSG ExVal team, the nature of the form means that trainingrelated 

issues are sometimes raised which are beyond the scope of the ExVal function. These will not be discarded but passed on 

to the relevant TRA to inform the broader Continuous Improvement process within Naval training. 



• JSP 822. 

Instruction 




UNIT 3 

RNR UNIT TRAINING 


3.1 CORE MARITIME SKILLS (CMS) TRAINING 

COMMARRES promulgates the mandatory training requirements aligned with those identified by Defence or the Naval Service for 

the maintenance of Core Maritime Skills (CMS). 

CLM Lecture Package 

The CLM package is delivered by the RNLA - RSSQN staff and supported by DOs, who deliver a number of leadership discussion 

forums. 

Basic Military Skills Package (BMSP) 

The BMSP is a three-day package delivered at BRNC and Okehampton Battle Camp. It includes the majority of CMS 1, including a 

navigation exercise, which enables the meeting of both the RPS and the requirement to deliver officers that are ready to ‘lead 

challenging activities.’ It also helps to ensure that the Reserve Officer Cadets are at the appropriate state of readiness, and 

physically prepared for Exercise ABLE. 

Initial Leadership Training (ILT) 

The Initial Leadership Training (ILT) package forms part of the pre-Basic Leadership Development (BLD) exercise week and is 

provided under the direction of the Royal Sovereign Squadron - RNLA. 

ILT is designed to give the Reserve Officer Cadets the right blend of knowledge and experience and to also identify development 

areas in order to successfully complete and pass the required leadership exercises. Providing this training prior to BLD affords the 

Reserve Officer Cadets the opportunity to consolidate their understanding of the NSOs, to observe a PLT demonstration and to be 



coached and mentored around the PLT circuit in an informal manner prior to the rigours of Exercise BLD, after which the Officer 

Cadets formally undertake the Assessed Basic Leadership Exercise (ABLE). 

Basic Leadership Development (BLD) 

Exercise BLD is an unassessed exercise and is delivered in the grounds of BRNC on completion of BMSP. BLD is the practical 

component of the Leadership Module delivered to Officer Cadets during Phase I Training. It is designed to teach Core Military Skills 

(CMS) (Operate in a Joint Environment) in accordance with the AOFCA Operational Performance Statement (OPS). It also seeks to 

develop the Command, Leadership, Management (CLM) and Moral Component of Operational Capability (MC of OC) in order to 

prepare Officer Cadets for Exercise ABLE. 

Naval General Training (NGT), NSO and Seamanship 

Naval General Training is conducted at BRNC. Key modules include seamanship safety, navigation theory and Maritime Tactical 

Estimate (MTE) as well as the MW ticket qualification. 

Assessed Basic Leadership Exercise (ABLE) 

The Assessed Basic Leadership Exercise (Ex ABLE) is a four-day land-based assessed Command, Leadership and Management 

(CLM) exercise for New Entry Officer Cadets (OCs). It takes place in week 9 and is the culmination of the CLM trg given during the 

Militarisation Phase of INT(O). It is a pass or fail assessment. DOPs in the weeks preceding the exercise are a useful opportunity to 

ensure that the OCs understand and can reflect on improvements required post BLD and what is required of them whilst on 

Dartmoor both whilst on the PLT circuit and night-time serials. In particular, the Holistic Assessment outside of the Core tasks; their 



contribution to the Maritime Component of OC and the ability to drive themselves and the team. Those cadets who do not pass Ex 

ABLE will be recommended for either the Development Package 1 D1 or D1 (H)) or in some cases may be recommended for back 

phasing to complete Militarisation again with the next entry. 

Development Package 1 (D1) 

Those attending the D1 package will be decided on in the Militarisation CAG. D1 involves a concentrated CLM package delivered 

by the RNLA staff. Divisional responsibility is retained by the DO. 

The D1 package includes leadership training, confidence building and self-awareness training as well as the opportunity for one to 

one coaching with RNLA staff and culminates in an assessment day. 

Failure of the D1 package may result in back-phasing to redo the Militarisation phase or in some cases recommendation for 

COMWFT. 

Development Package 1 Holistic (D1 (H)) 

Those attending the D1 (H) package will be decided on in the Militarisation CAG. D1 (H) involves attendance of two days 

psychometric assessment and feedback training (D2) before joining the D1 students for a further two days, in which the student’s 

holistic performance will be evaluated. 

Failure of the D1 (H) package may result in back-phasing to repeat the Militarisation phase or in some cases recommendation for 

COMWFT. 



Reporting 

All Reserve Officer Cadets will have a Developmental Report (DR1) raised on them at the end of week 8 of Militarisation, detailing 

their performance thus far in INT(O). This report pays particular attention to pre-ABLE PT, BLD and attitude to training, in order to 

build sufficient supporting evidence prior to the Cadet Assessment Group, which sits post-ABLE. A further Developmental Report 

(DR2) is raised in week 15 prior to the end of term, to detail areas of improvement for the upcoming Marinisation phase of training. 

At the end of the Militarisation phase INT(O) Cadets should be fully qualified in all CMS. There is a requirement to record these 

qualifications as JPA Competences. Under the terms of the Fleet Outsourced Activities Project (Training) (FOAP(T)) contract, the 

recording of competences gained through training is the responsibility of VTF. 

The point of contact within BRNC is through the Planning Office (BRNC-NTES-TPM). Be aware that the Planning Office has no 

visibility of whether individual Cadets have completed all aspects of the training. 


• JSP 822. 

Instruction 



3.2 DUE DILIGENCE 

Commanders must conduct a Commander’s Risk Assessment (CRA) of all aspects of training conducted in their establishment or 

unit. This will include identifying areas of concern regarding Permanent Staff welfare, recruit and trainee welfare, and the Training 

Environment. The assessment will identify risks which require command action and must be built from the ‘bottom up’. Permanent 

Staff must be involved in the risk assessment process, as they appreciate where the real risks lie. 

The CRA will form the basis of a set of orders presented in the form of a Supervisory Care Directive (SCD). 

The SCD will identify what action needs to be taken and by whom, to mitigate identified risks. The application of military judgement 

will be required, reflecting local circumstances and particular recruit or trainee cohorts, to produce an effective SCD. 

Where there are several training units located on a single site, unit risk assessments and supervisory care processes must feed 

into the establishment’s CRA and SCD for the entire site. 


• JSP 822. 

Instruction 



3.3 OPPORTUNITIES FOR COLLECTIVE TRAINING WITHIN THE RNR UNIT 

Collective training output will be delivered in practice through a training continuum which provides a framework to understand the 

progression of FEs from their start point of training readiness to the point when they are ready for operations in theatre. 

The continuum breaks down into discrete areas of output and delivery responsibility: 

1. Integration Training. sS are responsible for training individuals to integrate and operate as teams or sub-units within FEs 

or independently as necessary. 

2. Core Adaptive Training. sS are responsible for training FEs to the appropriate level to be held at readiness for 

contingency. Consequently, they own the policy, command the force, and resource and deliver the activity as appropriate. 

Core adaptive training is comprised of Tiers 1 and 2 and represents sS collective training. 

3. Joint Competency Training. Joint competency training at Tier 2+ provides the integration of FEs into a Joint Force and 

represents Joint collective training. Command will normally be provided by the JFHQ or by the equivalent sS HQ, with 

COM JFC responsible for coordinating the activity. 

4. Coalition Competency Training. Joint Coalition training at Tier 3 provides the integration of a Joint Force into a coalition. 

Command will normally be provided by the Joint Commander with COM JFC responsible for delivering the activity, 

although this may subsequently be delegated to SCs. 

5. In-theatre Training. Training generated by an in-theatre force to create or develop the skills required by an evolving 

mission; to conduct a specific mission rehearsal; to refresh personnel at intervals throughout a tour; or to support a change 

in the task organisation. 



Conception of Collective Training 

There is no agreed definition of collective training in literature or across Defence. Therefore, for the purposes of this policy, and as 

a best practice exemplar, specifically to provide for a rigorous approach to the assurance of force generation and the management 

of risk to contingent capability, collective training should be understood as being comprised of four components of training, followed 

by three stages of training assurance: 

1. Collective Training. 

a. Supportive Information, or underpinning education, mental models and cognitive strategies that support task 

completion (e.g. the theory and doctrine behind a collective task). This equates to individual training and 

education in a collective context. 

b. Part-task Practice, or the repetition of recurring skills to achieve automaticity or habitual performance (e.g. drills 

or the practice of elements of the whole training task, such as threat identification or response). Complex rules 

can be trained via ‘snowballing’, or gradually adding to the extent of the part-task as automaticity develops. 

c. Just-in-Time Information, or information displays, demonstrations and corrective feedback that is available 

when required but is not relied upon as much as trainees achieve greater competence (e.g. coaching and 

mentoring from trainers and information displays to enable a transition from basic to complex self-defence). 

d. Whole Training Tasks, or experiences of complete collective tasks that are organised from the simple to the 

complex and include trainee support in the form of ‘scaffolding’ that is progressively removed (e.g. practising a 



team self-defence event in basic conditions with trainers providing guidance and support, then gradually 

increasing the difficulty of the conditions while removing the trainer support). 

2. Training Assurance definitions are similar to those employed in individual training but there are differences because of the 

collective training context: 

a. Evaluation, or an assessment by the TDA – typically through exercising – that force generation has been 

completed to the required Standards and a judgement of the value of the collective training via an assessment of 

any associated risks owing to shortfalls. This results in a report of readiness based on risk management. Training 

prepares units to conduct tasks; exercising demonstrates the ability of those units to conduct the tasks. 

Exemplified in the NATO Response Force and the maritime Operational Sea Training generation models. 

b. Validation, or an appraisal of how well the training met the force generation requirement relative to expenditure 

(InVal) and that the evaluation was sufficiently objective to assess readiness via risk management (ExVal). 

c. Certification, or an agreement by the TRA that a force or FE can be operationally deployed, including the 

acceptance of any risks. This may include recertification following a force sustainment phases, such as deployed 

(continuation or in-theatre) training or a change of operational role. 

This four-component and training assurance approach provides a conception of force generation through collective training in 

which the impact of contemporary operations on individuals and teams can be mitigated by undertaking whole tasks and managing 

cognitive loading in training, thereby addressing the potential for collective tasks to be completed successfully but with little 

appreciation of team dynamics and weaknesses. 



It also provides the ability to conduct warfare development and means that representative collective training could involve: 

1. A period of Individual Training and/or education to teach doctrine or confirm it, but in a team or higher context 

(supportive information). 

2. Training of Part-Tasks in a rehearsal environment (part-task practice). 

3. Coaching and Mentoring from trainers and the ability to call up information as necessary to complete a task (just-in-time 

information). 

4. Training Events that replicate the entire collective task but with scaffolding support from trainers and information 

gradually withdrawn until the task can be completed in an operationally realistic environment (whole training tasks). 

5. A continuing Evaluation of Collective Performance to provide assurance that force generation has been completed to 

the required Standard, that any risks have been assessed and that the collective training delivered value, leading to a 

readiness report. 

6. Validation that the force generation process met the requirement optimally and supports the readiness report. 

7. Certification that the risks are acceptable and that therefore operational deployment can occur (following force 

generation) or continue (following force sustainment, typically after a period of continuation training to regenerate or 

address a change in operational tasking). 

This model acknowledges that collective training is more than the exercising of groups of already-trained individuals and recognises 

the leading role of whole task models of training in environments like Defence where the coordination of complex tasks is key. 



Whether the entire model is appropriate for each collective training requirement is to be determined through TNA, noting that the 

CBA may result in leaving legacy training as it is. However, the components should be adopted for new capabilities unless TNA 

justifies otherwise. Guidance on using this model of collective training in TNA is provided in JSP 822, Part 2, Chapter 1, Section 

1.2. 


• JSP 822. 

Instruction 



3.4 NON-CORE TRAINING OPPORTUNITIES WITHIN THE RNR UNIT 

Opportunities for Maritime Reserve (Volunteer Reserve) Additional Training 

A member of the Maritime Reserve may undertake any voluntary training in the United Kingdom or elsewhere which is made 

available in accordance with RFA 96. s.27. A Maritime Reservist may either ask to undertake voluntary training which is made 

available to them (RFA 96. s 27.) or their Commanding Officer, or an appropriate Officer, may request them to undertake such 

duties. Such training is to be approved by DEPCOMMARRES. This voluntary training is in addition to that required as a member of 

the Reserve Forces. 

Reservists who perform additional voluntary duties are subject to Service Law whilst performing voluntary training. This voluntary 

training may be paid or unpaid. The Commanding Officer may exercise their discretion deciding whether the service should be paid 

or unpaid when authorising it. 

Service under voluntary training is not to exceed 12 consecutive weeks. If service is to exceed attendance of once a week for 12 

continuous weeks, individuals are to be considered for service on an ADC or FTRS. 

The Terms and Conditions for Volunteer Reserve Voluntary (Ad Hoc) Duties are specified in BRd 3(2), Chapter 06, para.0602. 

Opportunities for Maritime Reserve (Royal Fleet Reserve) Additional Training 

Members of the RFR Reserve Forces may undertake voluntary training in the United Kingdom or elsewhere where such provisions 

are made available to them under RFA 96 s.27. This voluntary training is in addition to that required of them as a member of a 

Reserve Force. Reservists may either ask to undertake voluntary training or their Commanding Officer may request them to 

undertake such training. All Reservists remain subject to Service Law whilst performing voluntary training. 


3.4 NON-CORE TRAINING OPPORTUNITIES WITHIN THE RNR UNIT 

This voluntary training may be paid or unpaid. BRd 3(2) Chapter 12, para.1201 makes provision for the Reserve Authorities to 

provide training facilities for Reservists undertaking voluntary training either at their own, or the WF Cell’s request in accordance 

with RFA 96 s.27 (2). 

Service under Voluntary Training is not permitted to exceed 12 consecutive weeks. If such service is to exceed attendance of once 

a week for 12 continuous weeks, individuals are to be considered for service on Full Time Reserve Service (FTRS, see BRd 3(2) 

Chapter 18) or an Additional Duties Commitment (ADC, see BRd 3(2) Chapter 19). 

The Terms and Conditions for Royal Fleet Reserve Voluntary (Ad Hoc) Duties are specified in BRd 3(2), Chapter 12, para.1202. 


• JSP 822. 

• BRd 3(2). 

Instruction 



3.5 ADVENTUROUS TRAINING (AT) AND SPORT 

All AT is to be conducted in accordance with JSP 419 and BRd 51 and extant DINs / RNTMs. 

It is expected that AT should not be conducted at the expense of completion of RNR INT and achieving TS within COMMARRES’ 

stated timelines. Reservists who are either out of date for RNFT or who have failed the RNFT are not to undertake any form of AT. 

AT is primarily intended to develop leadership, teamwork, physical fitness, stamina and self-reliance, or enhance sea-sense 

training. It also serves as part of the ’fun’ element that makes Reserve Service worthwhile. 

It must, however, also be relevant and it is incumbent upon Commanding Officers to ensure that the AT conducted is of benefit to 

both the Service and the individual’s development as a Reservist. 

The amount of AT conducted by any individual is at the discretion of RNR Unit Commanding Officers who will decide whether such 

training should be paid or unpaid. It should not be taken at the expense of the annual training commitment to achieve CoE. 

A maximum of three days AT per annum may be allowed to accrue for bounty qualification purposes. Paid AT in excess of five days 

per annum is subject to the prior approval of COMMARRES. 

Each activity must aim to develop at least three of the qualities outlined in BRd 51 Volume 3, Chapter 1, para 0105. 

For further information and guidance, refer to BRd 3(2), Chapter 05. 


3.5 ADVENTUROUS TRAINING (AT) AND SPORT 


• JSP 419. 

• JSP 822. 

• BRd 51. 

Instruction

RNR CODC Module 5 Handbook

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