This paper builds on the three year research and development project for Joint Continuum of eLearning (Fautua et al, 2014) and discusses the Joint Staff J-7's (Joint Training) initial effort last year to develop measures and assessments of cognitive performance among cross-functional staffs and planning teams in Joint Force Commands (Reist et al, 2016). We will first review the initial results that indicated (but not conclusively) staffs and teams increased cognitive readiness using the joint blended learning training methodology; namely, by integrating online courses (and metrics) to achieve a declarative learning baseline; tailoring classroom discussion to address identified knowledge gaps based on the embedded course metrics; and small group scenario-based problem sets that stressed the staffs/planning teams to perform under calibrated duress. The most important aspect of this approach was the addition of a facilitated/guided after action review/reflection on the team's cognitive performance (i.e. review of the staff's ability to frame the problem and demonstrate specific aspects of higher order skills, like critical thinking, problem solving, anticipation, agility, and adaptiveness.). The challenge remains to create a valid, reliable collection tool that, while adapting existing theories and frameworks of problem-solving process and social dynamics that affect performance and group cognition, is accessible to trainers. We will discuss how to arm trainers with the theories, frameworks, and collection tools necessary to evaluate a training audience from a cognitive perspective and collecting data using the TEIR concept. TEIR stands for triggering, exploration, integration, and resolution, and the associated framework provides insights into group performance. Finally, we will discuss the process of decoding speech, analyzing data, and drawing conclusions from seven small group training events, which shows promise for helping staffs gain higher-order knowledge, skills and abilities like anticipation, problem solving, and adaptiveness.