The TFM acts as a comprehensive, primary guide for trainers, instructors, recruits, regulars and veterans outlining and detailing standard operating procedures, foundations and essentials, policies, and strategies and tactics.
The TFM is fundamentally divided into Chapters and Subchapters. These are the categories covered in the TFM to make navigating easier and simpler. Examples of chapters are Introduction to NTF, Skills, and J-Shops. Subchapters further subcategorize important guides. Examples of subchapters are Welcome to NTF, Communication, and Medical. Subchapters have their own pages and can be navigated using the left-hand nav bar.
Each subchapter is divided into sections and subsections to further aid with navigation. These cover content that is contextually connected to the subchapter they are under. Sections form the titles and headings of each page, dividing subchapters to be more accessible. Sections and subsections can be navigated using a page's “Page Contents”.
The TFM covers all SOPs and expectations of the community's members as well as how to do your job competently. It is also a tool to be used to learn and teach. Each page is identified as one of the following categories:
Policy pages are non-negotiable laws of the community. They serve as regulations to help uphold the community's standing, behaviour and operational conduct.
Skill pages offer meticulously detailed, comprehensive, step-by-step breakdowns of essential knowledge with the specific aim of preparing members of NTF for the myriad of diverse roles and challenges they may encounter.
Guide pages serve as a source of guiding information that offers insight and suggestions to help understand a subject. Information from guides is generally not evaluated when specialising.
Skills are our way of evaluating one's capability and aptitude. Many of our roles may have skill requirements as prerequisites before being able to become specialised. Each role is separated by Skill Level denoting complexity, intensity and knowledge required to be proficient.
Skill levels serve as career paths for each field of expertise. A member holding a higher skill level than the previous level should be proficient with all the skills of the previous level and develop the skills of the current level. The table below showcases the expectations and entry prerequisites required to enrol in a field:
| Skill Level of Member | |||||
|---|---|---|---|---|---|
| Combat Field | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
| Level 1 | Developing | Capable | Proficient | ||
| Level 2 | Developing | Capable | Proficient | ||
| Level 3 | Developing | Capable | Proficient | ||
| Level 4 | Developing | Capable | |||
| Level 5 | Developing | ||||
The example above provides a simplified application of Skill Levels in Combat Fields. Several roles in different Combat Fields will have multiple prerequisites at varying levels of proficiency.