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ARMOR TRAINING IN COMBAT UNITS
FINAL REPORT
VOLUME 2: TRAINING PRODUCTS
*. Henry Simpson, Marvin C. McCallum, Sandra McIntyre, Steven M. Casey and Richard^ G.^ Fuller
Anacapa Sciences, Inc.
Donald M. Kristiansen, Contracting Officer's Representative
In
Submitted by
Donald F. Haggard, Chief ARI FIELD UNIT AT FORT KNOX, KENTUCKY
and
Harold F. O'Neil, Jr., Director TRAINING RESEARCH LABORATORY
(^6) U. S. Army
ReserchInstitute for the Behavioral and Social Sciences
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houlno ecnsreJa a fsi Copertmern of^ the^ Army^ position,^ policy,^ or^ decision,^ unless^ so^ designated by other official documentation.
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20. ABSTRACT (Continued):
commander and gunner tasks, traininq^ definition^ motnodolo',,^ ,t-- training modules, and Trainer's (^) and Traininl r.Ianaqer's ("uide..
The task selection methodology is a 13-step top-down, mission- oriented (^) approach that permits the traininq developer to select tasks systematic '^ ly for coverage in unit-level individual training. Its effectiveness (^) is limited by the quality of the source (^) documents used and the expertise of the training develo,-Ur.
Two task prioritization methodologies (^) were developej. Method Ono is the most objective and reliable, but also the most time- and labor-intensive. (^) It relies primarily on questionnaire data and enables objective, rule-based prioritization. r.ethod (^) Two relie. primarily on subject-mater-expert (SME) judgments and is (^) less time- (^) and labor-intensive than the first method, but is also les,, objective and reliable.
The training definition methodology reflects the instructional system development (ISD) (^) model, performance-oriented traininq, and the findings (^) of research in training and cognition. It permits the training developer to define the scope, content, and training methods for unit-level individual training (^) on the selected tasks.
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FOREWORD
This is^ Volume^2 of^ the^ two-volume^ final^ report^ covering^ work^ concerning^ tile
development of^ methodologies^ for^ armor^ crew^ task^ selection,^ task^ prioritization, and training definition. Volume^^1 describes^ these^ methodologies^ and^ their development. Volume^2 contains^ a^ set^ of^ training^ modules^ and^ training^ guides^ that were developed by^ applying^ these^ methodologies^ to^ a^ specific^ set^ of^ armor crewmen tasks. I The work described in these two volumes was^ performed^ under^ contract MDA 903-82-C-0380, for^ research^ entitled^ "Armor^ Training^ in^ Combat^ Units." The overall objective of this^ research^ was^ to^ develop^ and^ demonstrate^ methods^ to select and prioritize armor crew tasks, and to^ define^ the^ scope,^ content,^ and methods to employ in training packages that could^ be^ used^ to^ train^ armor^ crew personnel in their crew position,^ cross-train^ them^ for^ other^ crew^ positions,^ and prepare crewmen for combat after mobilization.
During this project, work proceeded^ on^ several^ fronts,^ and^ a wide^ range^ of project tasks was performed. This work progressed in^ stages,^ with^ a^ close interaction with^ the^ sponsor.^ Several^ reports^ and^ technical^ memoranda^ were submitted, and^ a^ variety^ of^ training^ products^ was^ developed.^ This^ report^ contains the training products that were developed during^ the^ second^ half^ of^ the^ project. These consist^ of^ a^ set^ of^ training^ modules^ designed^ for^ use^ in^ training^ tank commanders and gunners, a Trainer's Guide that provides^ the^ trainer^ with^ "how^ to train" information, and a Training Manager's guide that^ tells^ the^ platoon^ leader^ how to manage training with the modules.
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Key objectives in developing both the task selection and prioritization methodologies were to develop methodologies that were (1) (^) objective and reliable, and (2) capable of being employed by Army training developers.
The task selection methodology derives from the top-down, mission-oriented training approach described in^ ARTEP^ 71-2.^ It^ is^ based^ primarily on (^) Army documentation, particularly the Soldier's Manual (SM). It consists of a 13-step procedure that permits the training developer to select tasks systema- .-.- tically for coverage in unit-level (^) individual training. The method's effectiveness is limited by (^) the quality of the source documents used and the expertise of the training developer. Informal validation has shown the methodology to be effective and reasonably objective and reliable for methods of this type, i.e., analytical methods that rely on the judgments of subject matter experts (SME).
Two task prioritization methodologies were developed. Method One^ is^ the most objective (^) and reliable, but also the most time- and labor-intensive. To employ it, the training developer must create three questionnaires, administer them, collect and analyze data, develop task dependency networks, and then derive training orders. The first two questionnaires must be administered to approxi- mately 50 subjects (^) and the last to about 15. Total SME time to complete the
- questionnaires is approximately 130 man-hours. (^) This methodology produces objective (^) and reliable results. Computerization could considerably reduce the amount of analysis required, (^) but additional research and development would be required to create the (^) necessary programs.
Prioritization (^) Method Two employs two questionnaires instead of three--for a total SME time of approximately 100 man-hours--and relies primarily on SME judgments for performing prioritization. This methodology is less time- and labor-intensive than Method One, but is also less objective and reliable.
The training definition (^) methodology is based primarily on the instructional system (^) development (ISD) model, but also incorporates elements of the Army's performance-oriented training approach and of the findings reported in the research literature in training and cognition. It permits the training developer to start with a task analysis and to define systematically the (^) scope and content of a training program for unit-level individual training. The methodology provides the training developer with guidance in determining unit-level training constraints, identifying training resources, selecting appropriate learning activities and resources, and planning the training products for use in (^) training delivery. The training definition methodology was applied within the context of M60A3 armor units and to the duties (^) and tasks of tank commanders and gunners. Training guides and modules were developed to support (^) training on 11 tank commander and 12 gunner individual tasks.
Utilization of Findings:
This report contains the training products that were developed during the second half of the project. These (^) consist of a set of training modules and guides
}]] ] ]imodelsfor training for^ usetank by^ commandersresearchers or and training^ gunners. developers,^ These^ productsor to form^ may thebe coreuseful of^ asa
unit-level training program for tank commanders and gunners.
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TABLE OF CONTENTS
Page
INTRODUCTION..... ....... ............... I
Research Objectives.... ................ 2
Project Overview........ ............. 2
DEVELOPMENT OF TRAINING PRODUCTS...............
Introduction..... ....... ........... 3
Training Modules......................
Trainer's Guide........ ............... 8
Training Manager's Guide......... ......... 8
TRAINING MODULES.......................
TRAINER'S GUIDE......................
TRAINING MANAGER'S GUIDE..................
LIST OF TABLES
Table 1. Tank commander tasks covered in training modules... 5
2. Gunner tasks covered in training modules.........
LIST OF FIGURES
Figure 1. Project tasks........ ............... 2
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system that can be taken to armor units and put to use. This system would perform
all of the following functions:
. Identify the tasks to cover in training.
***** Prioritize them in terms of importance, and identify an appropriate training order.
Provide ready-to-use training packages that unit trainers can take off the shelf and use to conduct training.
- Provide management plans that unit leaders can utse to plan, manage, and oversee training.
This project was designed to develop the methodologies to perform these four tasks, and to apply these methodologies in armor units equipped with the M60A tank.
Research Objectives
The overall objective of the research was to develop and demonstrate methods to select and prioritize armor crew tasks, and to develop training modules that could be used at unit level to train _xmor crew personnel in their crew position, cross-train them for other crew positions, and prepare crewmen for combat after mobilization. The project focused on the individual tasks of tank commanders and gunners in armor battalions equipped with the M60A3 tank.
Project Overview
The technical approach for the project was divided among four major tasks. The relationships among these tasks are shown in Figure 1. Tasks 1, 2, and 3 involve the development of a methodology for task selection, prioritization, and training definition. In task 4, these methodologies were applied to the development of training products for training M60A3 armor crewmen.
This report describes each of the first three project tasks, in separate sections. Project Task Four (Apply Methodology to M60A3 System) is discussed within each of the first three sections as it applies to task selection, prioritization, or training definition, respectively.
I. DEVELOP TASK SELECTION METHODOLOGY
- DEVELOP TASK PRIORITIZATION METHODOLOY l
1
. DEVELOP i 4. APPLY METHOD- TRAINING DEFINITION - OLOGY TO M6OA METHODOLOGY TANK SYSTEM
Figure 1. Project tasks.
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DEVELOPMENT OF TRAINING PRODUCTS
Introduction
This section describes the format and content of the^ three^ types^ of^ training products developed during the project. These training products arc:
@ Training Modules ***** Trainer's Guide
Training modules^ were^ developed^ for^ use^ by^ the^ trainer^ both^ to^ prepare^ for conducting training and^ to^ use^ as^ a^ training^ prescription--telling^ how^ to^ train^ and what to cover--during training delivery. A trainer's guide was developed to explain the trainer's role, the content and^ use^ of^ the^ training^ modules,^ and^ to^ give^ general "how to train" guidance. A training manager's guide was prepared for training managers (i.e., platoon leaders) to explain their role in training, describe the training modules, and provide guidance for training management and evaluation.
These training products were developed in an iterative fashion, and with much interaction between personnel at Anacapa and ARI. The^ general^ content requirements for these products were determined quite early in the project, and were described fairly accurately in the technical proposal. As work proceeded, these requirements evolved, and prototype training products were developed. All training products were first^ submitted^ as^ drafts,^ reviewed^ by^ ARI,^ revised, reviewed again, and so on.
The format and content of the most current versions of each^ of^ the^ training products are described below.
Training Modules
Training modules were prepared for training both tank commanders and gunners. The platoon sergeant uses tank commander modules to train personnel for the tank commander crew position. Tank commanders use gunner modules to train their crew members as gunners. The format of tank commander and gunner modules is identical. Each module covers a specific task. Tank commander tasks covered are listed in Table 1. Gunner tasks covered are listed in Table 2.
There are two modules for each task. One is a "short" module and the other is a "long" module. Each short module consists of a single card (about 4 " x 61"). Long modules are usually three or four pages long, arranged in a booklet with a hinge at the top. The first and last page of each long module duplicate the content of a short module. However, the middle pages contain additional technical and how-to-train information. The following discussion describes a long module. The modules developed during the project are contained in the next section of this report.
TABLE 1
TANK COMMANDER TASKS
COVERED IN TRAINING MODULES
Module No. (^) Task
S Prepare (^) station and conduct LRF self-test. 2 Boresight a caliber (^) .50 M85 machinegun. 3 Issue (^) fir(. commands. 4 Respond to multiple LRF returns. 5 Direct main gun engagement (^) in normal mode. 6 Engage stationary (^) targets from TC's station using Drecision gunnery. 7 Engage moving (^) targets from TC's station using auto-lead. 8 Issue subsequent fire (^) command. 9 Engage targets with N185. (^10) Direct main gun engagement using range card data. 11 Power down and secure TC station.
TABLE 2
GUNNER TASKS
COVERED IN TRAINING MODULES
Module No. Task 1: (^) Prepare gunner's station for operation and conduct computer self-test. (^2) Boresight. 3 Basic gunnery (^) skiUs, aiming, tracking, ranging, firing. 4 Engage stationary targets with main gun (^) using precision gunnery. 5 Engage moving targets with main gun using (^) precision 6 Engage stationary (^) targets with M1105D telescope (degraded). 7 Engage moving targets (^) with M105D telescope (degraded). (^8) Adjust main gun fire. 9 Perform main gun misfire procedures. 10 Operate M28E2 azimuth indicator. 11 Operate gunner's quadrant. 12 Power down and secure gunner's station.
.,. (^) --.: .-
The words in the (^) top left box say, ASK GUNNER (OR TANK (^) CONIMANI)I1{) IF HE CAN PERFORM (^) THE TASK.
ASK (^) GNR IF HE CAN (^) E PERFORM THE TASK
NO
The trainer asks the soldier this question before starting training. What the trainer does next depends upon the soldier's answer. (^) If the soldier answers "no," then the trainer follows (^) the arrow that goes straight down, to a (^) box labeled EXPLAIN. If the soldier answers (^) "yes," the trainer follows the arrow to (^) the box to the right, which directs him to PRETEST (^) ABILITY USING PRETEST FORM.
PRETEST (^) ABIL ITY
YES USING PRETEST
The pretest is (^) on the back of the first page of the module. (^) There are three blocks of information on the pretest: (1) objectives, (^) (2) guidelines, and (3) pretest form. The objectives are (^) the objectives of the pretest. These define (^) the purpose of the pretest and give (^) the performance standard. The trainer states (^) these to the soldier before conducting (^) the pretest. Guidelines are general (^) directions for conducting (^) the pretest. They describe procedures to (^) follow during testing. The pretest form (^) is the actual test. This test is based on the task that is being (^) covered during (^) training. It requires the soldier to demonstrate (^) the basic skills and knowledge (^) required to perform the task. The pretest (^) form has three columns, as shown below.
PRETEST FORM TC (^) GUNNER GO NO GO Begin Exercise: Commeand: I'GNR-SABOT (^) -TANK, I lay 1. Set fire control switches. the main gun, (^) start the stop- Locate target and get into watch. (^) TTS.
The left column contains directions (^) for the trainer. The middle column tells (^) what the soldier should (^) do. The right column contains GO/NO GO (^) boxes. The directions tell the trainer what to do at each step. (^) The trainer works his way through the ' pretest, step by step. He (^) assesses the soldier's performance on each step, (^) giving
him a GO or NO GO and marking it in the right column.
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Individual modules differ in content, but all have the form just described, (^) and all are used in the same way.
Trainer's Guide
The training concept developed during this project placed heavy emphasis on training modules. As described above, these modules were to be used both for training preparation (^) by the trainer and during the actual delivery of training. A basic requirement of these modules was that they had to be (^) concise and compact. This meant that they could only include the essentials. (^) If training were to be conducted by more sophisticated trainers, in a more (^) congenial context (e.g., a school), then the training modules might (^) have taken on a more elaborate form. However, the form they did take meant (^) that compromises had to be made, and certain (^) information left out.
The Trainer's Guide (^) was developed to fill in this missing information. More specifically, the Trainer's (^) Guide was designed to provide information on the following topics:
- A description of the training program in which (^) the modules were to be used.
9 The trainer's role (^) in training.
- An explanation of the training modules--what tasks they covered, differ- ences between short and long modules, module organization.
e How (^) to conduct training--who must be trained, what to train them on, where to train them, and when to train.
- How to train--trainer preparation, how to conduct a training session, evaluation of soldier performance
Consistent with the general guidelines followed when developing (^) the training modules, the Trainer's Guide was (^) written as concisely as possible. The guide totals 26 pages. It is written in a simple, (^) clear style, addresses the reader in the second person singular, and provides explicit directions for performing specific (^) training activities, i.e., (^) is directive in nature rather than providing general guidelines that can be broadly interpreted. (^) Also like the training modules, the Trainers' Guide was prepared in compact (^) form for convenient storage and transport.
Training Manager's Guide The Training Manager's (^) Guide fills for the training manager (i.e., platoon
leader) (^) the same role that the Trainer's Guide does for the trainer. It provides the information the training manager needs in order to manage (^) and evaluate training efficiently. This is information (^) that would be out of place in training modules or in the Trainer's Guide.
The Training Manager's Guide (^) is similar in certain respects to the Trainer's Guide. It is concise (^) and compact (15 pages long), written in a simple and clear
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style, and (^) is explicit and directive in nature. This guide was designed to (^) provide information on the following topics:
. (^) A description of the training (^) program in which the training (^) modules were
to be used.
e The training manager's role in managing and evaluating training.
- Description of (^) tasks covered by training modules.
e Description (^) of a module and the correct way of using it during training.
a Training procedures--who to train, what to train, (^) when to train, and where to train.
- Training management procedures- -planning training, (^) controlling training, evaluating training.
VI.
TRAINING MODULES
This section contains the training modules developed during the project. Two types of training modules-long and short-were developed for each of 11 tank commander and 12 gunner tasks. Tasks^ covered^ are^ shown^ in^ Tables^ I^ (tank commander tasks) and 2 (gunner tasks).
In this section, modules for tank commander tasks are presented first, followed by those for gunner tasks. Within each of these subsections, long^ modules are presented first, followed by^ short^ modules.
Note that the modules are presented in this report in the form of 81 by It inch pages. When reproduced for actual use, their dimensions are 41 by 6 inches and they are prepared^ in^ the^ form of^ small^ booklets^ with^ a^ hinge^ at^ the^ top.
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