ARI Research Note 87-131j

DOCUMENTATION FOR "WHAT NOW, CAPTAIN?": A TRAINING CONCEPT FOR

EXPORTING LESSONS LEARNED FROM THE NATIONAL TRAINING CENTER

0)

0Thomas L . Avant and Robert S. Henderson

_The BDM Corporation

for

ARI Field Unit at Presidio of Monterey, California

James H. Banks, Chief

TRAINING RESEARCH LABORATORY

Jack H. Hiller, Director

DTIC

tMELECTEI

____ RIAPR 2 9 19870

U. S. Army

Research Institute for the Behavioral and Social Sciences

January 1987

Approved for pubhc reesse, ditribution unimited.

97 4 98 150
U. S. ARMY RESEARCH INSTITUTE

FOR THE BEHAVIORAL AND SOCIAL SCIENCES

A Field Operating Agency under the Jurisdiction of the

Deputy Chief of Staff for Personnel

WM. DARRYL HENDERSON

EDGAR M. JOHNSON COL, IN

Technical Director 4M11iin

Research accomplished under contract

for the Department of the Army

The BDM Corporation

Technical Review by

James H. Banks

should not be constimaj as an eflhcia; C..patimetfi of the Army postionl. policy. at decision. unless so designated
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1. REPORT NUMBER 2. GOVT ACCESSION NO. 3. RECIPIENT'S CATALOG NUMBER

ARI Research Note 87-13 Ap- A r7? 4. TITLE (and Subtitle) 5. TYPE OF REPORT & PERIOD COVERED

Documentation for "What Now, Captain?": Final Report

A Training Concept for Exporting Lessons July 1986

Learned from the National Training Center 6. PERFORMING ORG. REPORT NUMBER

BDM/ARI TR-0067-86

7. AUTHOR(s) S. CONTRACT OR GRANT NUMBER(*)

Thomas L Avant and Robert S. Henderson MDA 903-85-C-0472

S. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMrLNT. PROJECT, TASK

The BDM Corporation The DM Crportion2Q263743A794- AREA 6 WORK "NIT NUMBERS

2600 Garden Road, North Building 51Cl

Monterey, CA 93940

It. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

ARI Field Unit at Presidio of Monterey, January 1987

California, P.O. Box 5787 13. NUMBER OF PAGES

Presidio of Monterey. CA 19j44 24

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Approved for public release; distribution unlimited

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18. SUPPLEMENTARY NOTES

James H. Banks, contracting officer's representative

19. KEY WORDS (Continue an troveo side It necesary and identify by block number)

National Training Center

Feedback

Training

20. AWTVIACIE (cae sm rerse s of M Itily by block neuber)

The National Training Center (NTC)provides a realistic training environment

for battalion training forces. Part of NTC's training concept is the collection

and use of a wide range of training information: audio, video and digital. These

provide an unparalleled opportunity to examine and send back to the units, and

to the larger Army community, performance information. At present, effective and

comprehensive utilization of this information has not been made.

To remedy the shortfall in utilization, the Army Research Institute -')(OVER)

DO , JAN WJ ECrTIO0 OF M ISIS OBSOLETE 1 A FF

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UNCLASSIFIED

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ARI Research Note 87-13

20. Abstract (continued)

(ARI) has contracted with The BDM Corporation to perform a three-year study on

the design and development of an NTC Home Station feedback system. One of the

results of the first year of this effort was the development of the"What Now,

Captain?"'.training concept.

This involves the utilization of all NTC data sources (audio, video, and

digital) to prepare short video vignettes based on real NTC missions. The

design of these vignettes will stress certain tactical mission fundamentals;

the intent is to use the vignettes as part of the tactical instruction provided to the officera-witbin a battalion. r .c ,-.C

..-ARI--RN4-3-r-ovides a detailed summary of this training concept, and of

its proposed products.

I Accession For

NTIS GRA&I

DTIC TAB

Unannounced 0

Justificatio

By 'ISoi~

Distribution/

Availability Codes

!Avail and/or

Dst iSpecial

A41

UNCLASSIFIED

i SECURITY CLASSIFICATION OF T@IS PAOErWh. Due Ente)

rt....
DOCUMENTATION FOR "WHAT NOW. CAPTAIN?": A TRAINING CONCEPT FOR

EXPORTING LESSONS LEARNED FROM THE NATIONAL TRAINING CENTER

..........

INTRODUCTION ................................................ 1

THE NATIONAL TRAINING CENTER .................................. I

RESEARCH BASED UPON NTC DATA

Introduction .............................................. 2

Types of NTC Feedback

The Unit Take Home Package .......................... 2

Recorded Data ..................................... 2

Research Problem Associated with

Prototype Training Products ......................... 3

"What Now, Captain?". .................................... 3

"WHAT NOW, CAPTAIN?" CONCEPT BRIEFING

Slide I - What Now, Captain?............................ 4

Slide 2 - Added Dimensions .............................. 4

Slide 3 - The Payoff .................................... 4

Slide 4 - A Caveat ....................................... 5

Slide 5 - Discussion Supported by Graphics ............ 5

Slide 6 - The Setting ................................... 5

Slide 7 - Discussion Options ............................ 7

Slide 8 - Instructor Options ............................ 8

Slide 9 - This Illustration ............................. 8

Slide 10 - Future Applications ........................... 9

BRIEFING SLIDES FOR "WHAT NOW, CAPTAIN?"...................... 10

iii
INTRODUCTION

The training mission of the National Training Center (NTC) is

to provide the U.S. Army Forces Command heavy battalions with

tough, realistic, and challenging combined arms training. It is

clear that this mission will be further expanded with the

appearance of armored cavalry and light infantry on the NTC

battlefield. Air mobile infantry and cavalry squadrons are

presently scheduled to participate. Heavy/light mixed forces are

being planned to participate in training in the near future. The

NTC is ideally suited to provide combat readiness training as

close to combat as safety and resource constraints permit. Unique

to the NTC is a one-of-a-kind training instrumentation system, an

opposing force threat of regimental size, and a group of dedicated

trainers and controllers. All of these combine to present the

U.S. Army with an unparalleled opportunity for training, training

feedback, and training research.

THE NATIONAL TRAINING CENTER

The NTC Operations Group is charged with the development and

conduct of the NTC training opportunity.

The Operations Group is organized with subelements that

design unit-specific battle scenarios, control and orchestrate the

conduct of the battle, operate the NTC instrumentation system, and

assess the performance of the units.

The NTC is a one-of-a-kind training and evaluation system

found nowhere else in the world. The system is designed to

provide both subjective and objective observations, a degree of

insight into unit performance never available previously in the

history of military training. The system uses sensors, computers,

and data communications to tie together the whole NTC training

activity and to capture that activity in a manner that permits

effective training feedback and assessment. Training Analysis and

Feedback personnel of the Operations Group are responsible for

operating the instrumentation system and collectively formulating

unit performance with the observations of field observers.

The Operations Group employs teams of field observers and

trainers that accompany the training units during the 14 days of

field training. The observer teams are organized to mirror the

unit chain of command. These observer teams assess the

performance of the task force against the standards established by

TRADOC.

Field observers perform other major functions in addition to

the assessment of unit performance. U.S. Army Forces Command

Circular 350-82-I0 charges the Operations Group to coach and teach

the units as an inherent part of the NTC experience. Where it is

clear that the level of understanding of doctrine, tactics,

fundamentals, and procedures is weak within a unit, Operations
group trainers coach and teach to raise unit understanding and

technical proficiency.

The most important function within the NTC, and the key

training role of the Operations Group trainers, is to present

After Action Reviews (AAR). These AARs are conducted after forceon-force and live-fire training events. A platoon, company, and

task force AAR is conducted after each battle to provide feedback

to the unit to increase the level of individual and collective

proficiency daily throughout the NTC training period. The AAR is

the heart of the learning process.

RESEARCH BASED UPON NTC DATA

The NTC's training support components are in place and multiechelon combined arms training and evaluation exercises are being

conducted and recorded on a routine basis. Increasing emphasis is

being placed on the most effective integration of NTC and home

station training, as well as on the NTC's potential for addressing

questions concerning training techniques, equipment, organization,

and doctrine. This potential should be fully exploited as it

provides the best source of task force training data. When fully

developed, a methodology for using information from both NTC and

home station to provide Army-wide feedback will be an essential

complement to the Army's exploitation of high technology training.

ItI ULnil In qtt Etgkiql Feedback from the NTC experience

has taken many forms up to this point. After every rotation the

Control Brigade and the participating battalions receive a Take

Home Package (THP). The THP consists of:

(1) A final AAR assessment debriefing;

(2) Performance trends identified within each of the task

force's seven operating systems;

(3) Force casualty and destruction ratios for each major

tactical event;

(4) A list of recommended areas requiring training

reinforcement;

(5) Selected audio and visual tapes to be used in post-NTC

retraining

This training package, plus the experience and lessons learned by

the unit (brigade and battalion) chain of command form the basis

for more intensive, realistic, and better managed home station

training. Portions of the Take Home Packages are disseminated by

the Combined Arms Center (CAC) to Service School proponents for

the purposes of analysis and improved training products.

R22:20 991- In addition to the collection efforts

directed at building and presenting a paper-based training

2
performance assessment to tactical units, digital and

communications data are recorded and stored for future use at the

NTC. Digital history tapes are transported to ARI-Monterey and

are in-processed and readied for research. Forty channel

communications tapes from each rotation are collected and placed

in storage. To date no attempt has been made to use

communications data in research programs.

The Research PoEg lem Aslogiated with Prototype Traintng Products

The research problem is clear: To increase the degree of

training feedback based upon NTC data. The finest combat

training, supported by extensive simulation techniques, is being

conducted at Fort Irwin. The NTC instrumentation system, which is

a revolutionary training concept of great power, has been accepted

from the contractor by the Army. More than 60 armored and

mechanized battalions have fought on the NTC battlefield. Yet

with all of the resources which are and have been expended to

train the Army to a higher degree of readiness, relatively little

high-quality training feedback has been obtained from the NTC

experience.

As a partial solution to this problem, The BDM Corporation is

supporting the Army Research Institute (ARI). Presidio of

Monterey, in a 15 task, 36 month research effort using all types

of data generated at the National Training Center, Fort Irwin,

California. The contract is entitled "Research Support for a Unit

Home Station Training and Feedback System." Results for this

contract will include products based upon NTC information

providing new and better feedback to the training units and the

Army as a whole. In the first year of the contract, twenty-two

identifiable products or reports were produced. One of these was

a training concept entitled "What Now, Captain?"

"What Now, Captain?" is a training concept for exporting the

various forms of NTC data directly to the FORSCOM units and TRADOC

classrooms. The concept entails the combining of NTC audio,

video, and digital information into short training vignettes. The

vignettes would be directed at teaching young officers tactical

fundamentals based on the real experiences of the NTC. The title

of the concept reflects the intended interactive nature of the

vignettes maximizing the instructional benefit of the

presentation.

The remainder of this report presents the concept briefing

and associated slides prepared for a presentation to CATA by

ARI/BDM. The slides provide the necessary details to fully

understand the training concept.

* This training concept was initially proposed by William

Shackelford, former Commander of the Operations Group at the NTC.

3
CONCEPT BRIEFING FOR "WHAT NOW, CAPTAIN?"

Slide I - What Now Catain?

This briefing illustrates how real NTC experiences can be

exported to the field and integrated into classroom instruction at

Army Service Schools. The concept was developed by The BDM

Corporation and the Presidio of Monterey Field Unit of the Army

Research Institute to provide a practical means for exporting

lessons learned at the National Training Center and to address

training defeciences that have been identified at the NTC.

Slide 2 - Added Dimensions

This concept supplements the current issue-the-tissue

approach by presenting battle play as it actually occured during

training rotations at the NTC. The training developer can select

from the computer graphics, AAR video segments, summary

statistical data and radio communications tapes that are available

to add dimensions of realism, detail and real-world execution that

is not now available in the classroom. Students can study mission

requirements. plans and orders and then watch a battle unfold as

it was fought. The instructor can stop the battle play at will to

discuss and emphasize teaching points.

This direct, visible and immediate link between the planning

and execution phases of tactical operations should add interest

and increase understanding. By carefully selecting and

integrating NTC materials, the training developer can produce

battle segments:

That enliven classroom exercises,

That can be viewed from a number of perspectives, and

That can focus on many subjects appropriate to fighting at

platoon-level through battalion-task-force level,

and real data can be used to summarize battle results.

Slide 3 - The Payoff

The most obvious results from such an approach would be:

o The exploitation of what we are learning at the NTC in a

manner that allows wide distribution throughout the

Army;

o Added realism in the classroom;

o Increased student interest and understanding;

o And, most importantly, assurance that lessons will be

built to address training deficiencies that have been

identified at the NTC.

4
Slide 4 - A Caveat

We want to emphasise at this point what the taped sequences

which follow are meant to illustrate a concept of how NTC

experiences can be used in the Service School classroom. We have

purposely avoided any effort to create a prototype lesson on some

aspect of aoctrine or tactics. Thus, the scenes you are about to

see represent the general type and manner in which materials in

the NTC history files can be used in the classroom. Of course,

all such materials would be edited, or sanitized, to assure that

the units and players involved are not identified.

Slide 5 - Discussion Supported B GrAphics

The NTC computer tapes and the DeAnza tablet provide a

variety of source material and user options for the training

developer. Any, or all, of these can be used selectively by the

developer to enable the instructor to focus lesson material and

class discussion on the training objectives. What follows now is

a demonstration of some of the computer and DeAnza Tablet options.

What you will see are images as they might appear on a large

screen in the classroom. You will notice some distortion in the

graphic display of the digitized terrain map and player symbology.

This occurs because the video tape and your monitor cannot capture

the detail and resolution available on the computer lines from

which this video tape was produced. This problem can be corrected

with equipment that was not available when this demo tape was

produced.

Slide 6 - The Setting.

You are about to see a video-taped segment of a simulated

classroom exercise where segments of an NTC battle are used to

supplement the basic instructional approach. The class of IOAC

students plays the role of task force S-3 in a Defend in Sector

mission. For homework, each student studied the usual hand-out

materials and prepared a plan and Operations Order. The

instructor and students have just finished discussing homework

solutions presented by two students. The classroom scene begins

as the instructor introduces a defend in sector mission as it was

conducted by an armor task force at the NTC. You will hear the

instructor's voice only; you will not see him. We go now to the

classroom.

Classroom 1, DeAnza/Terrain and situation.

(CCM, 1:100,000, map centered in AD, no graphics)

Instructor: Okay, now let's take a look at how this mission

was actually conducted by an Armor task force at the

National Training Center. First, I'll take you on a

5
quick terrain walk of the area of operations. The

assigned sector runs from an area just forward of this

hill mass in the east, back west and south to the hills

that run the width of the sector in this area. The

northern boundary runs along this range in the north and

the southern boundary runs generally along this ringe in

the south.

(Display Grids)

The sector is about 26 kilometers deep and 7

kilometers wide.

(Grids off. display Relief w/ Contours)

Here is a display of the area with Relief and

Contours overlayed. The major terrain features are these

hills in the forward edge of the sector, the large range

in the north center of sector, the smaller ridge in the

south center, and the range that crosses the sector in

the rear.

(Contours off, display BLUFOR w/ BN control measures)

Now let's look at how this task force commander

planned the mission. Here is his initial disposition of

forces and maneuver graphics.

Piaase line star is here, forward of the FEBA. The

scouts are screening at this location along phase line

tropic which is the FEBA. Company A is defending forward

with two platoons here along phase line dust. Teams

Bravo and Charlie are defending here just forward of the

task force rear boundary on this terrain feature.

(Display rest of maneuver graphics)

Here are the rest of the maneuver graphics.

(Shift to 1:50,000, move map to show forward BLUFOR

and enemy dispositions, add OPFOR palyers only)

Its now 0530, elements of a motorized rifle regement

are three to five kilometers forward of the FEBA and

6
they have begun their attack. The scouts and A Company

are taking artillery fires and two OPFOR battalions are

advancing toward the FEBA. One battalion is moving along

the road toward the southern edge of the sector and

another battalion is coming through the hills in the

center of the sector. Both are about two to two and a

half kilometers from the scouts.

Lets watch the action now as the battle plays at a

fast speed.

Its now 0558 and you can see that the main forces of

the regiment are bypassing the scouts and are

approaching the two forward platoons of A Company. so

far the BLUFOR has only fired two or three mortar

barrages.

Lets stop the action at this point and see if there

is an S-3 here who has a recommendation for the task

force commander. Captain Charger, what should the BLUFOR

commander be considering now?

Slide 7 - Discussion Options

At this point, the instructor stops the play of the battle

and leads students in a discussion of the events they have

observed. The instructor and students may focus on key events that

emphasize teaching points, identify tactical errors, critique the

commander's actions and select appropriate courses of action.

We return now to the instructor in the classroom.

Classroom 2, DeAnza/2d battle segment

(1:50,000 SW/ Relief & Grids, map center 4099, time is 0651)

Instructor: Its now 0651 and the battle is on again, the two

lead platoons of A Company have been over-run, and the

MRR is attacking the remainder of A Company. lets watch

the action. The MRR continues to attack along two axis.

You can see the BLUFOR artillery going in there on one

of the OPFOR battalions. BLUFOR is also putting mortar

fires to the rear of that same battalion.

So, by 0715 hours, company A has been destroyed and

the MRR is pushing toward the main body of the task

force. We'll stop here again to see what you S-3s are

going to do now. Captain Wisdom. give us your analysis

of what has just occured and your ideas on what the task

force commander should do now.

7
instr corM O2tin

The instructor may continue this sequence of activities until

the battle is over. He may chose any segment the lesson developer

has included in the video tape for replay and stop action. He

would summarize at the end of the lesson and could use portions of

the AAR video tapes and extracts from the statistical summaries

contained in the history files.

What follows now are segments of AAR video of the type that

could be used to show enemy forces advancing rapidly on the

friendly forces, provide examples of limited visibility on the

battlefield or to summarize significant events during the battle.

(Show selected video segments)

- Here the OPFOR is breaching a barrier without

any BLUFOR Resistance. - Here are shots that provide examples of

visability on the battlefield. - And here is a segment from an actual After

Action Review.

Slide 9 - This Illustration

You have just seen an illustration of how NTC exercises and

data can be used in the design and presentation of instruction.

This concept uses existing technology and equipment that is now in

the service schools and in most units to export experiencies and

lessons from the NTC to the Army in the field. This approach can

be used to teach many of the subjects related to operations at

battalion, company, and platoon level.

Battle tapes, such as the one you have just seen can be

played using the standard VCR tape player that is available

throughout the Army system. A large screen projector with remote

control device would provide best results in the classroom.

The classroom instructor's options will be limited by the

amount and type of NTC materials that the lesson developer prerecords on the video tape.

8
* INTERACTIVE SYSTEM

- MICRO COMPUTER BASED

- LARGE STORAGE

- BRANCHING CAPABILITY

* LARGE SCREEN PRESENTATION

- INSTRUCTOR CONTROLLED

* SIMULATION COMPATABLE

- JANUS. ET AL

* STUDENT DISPLAYS

A logical extension of this instructional approach would be

the design and installation of a fully interactive system that

allows the instructor to use virtually everything within the NTC

data files. With current-day technology and available hardware.

it is possible to develop a compact, interactive, instructional

system, using a micro computer, large memory capacity and

branching capabality. The system would give the instructor the

ability to branch to any portion of a recorded battle segment,

project the digitized replay on a large screen and integrate

relevant video and radio communications at will. This basic

interactive system could also be made compatable with existing and

planned simulations and may even accomodate the playing of student

solutions on a large screen in the classroom.

This completes our briefing.

9
BRIEFING SLIDES FOR "WHAT NOW, CAPTAIN?"

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