rARI Research Note 85-103

0

OHUMAN FACTORS RESEARCH IN AIRCREW PERFORMANCE AND TRAINING:

UANNUAL SUMMARY REPORT 1 September 81 - 31 August 82

Kenneth D. Cross

Anacapa Sciences, Inc.

for

ARI Field Unit at Fort Rucker, Alabama

Charles A. Gainer, Chief

TRAINING RESEARCH LABORATORY

Seward Smith, Acting Director A-7,

xC) I Y ,.,

_ _AY 16 1986

U. S. Army

Research Institute for the Behavioral and Social Sciences

December 1985

AoProved for Dublic release; distribution unlimited.

65 16 087

N- .,
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

W. DARRYL HENDERSON

EDGAR M. JOHNSON COL, IN

Technical Director Commnanding A%

Thisreprt.as ontactr, hs ubmttedby ben leaed he er eleae t Deens Tehnicl iforatin Cnte

IDTI) equterent. t coplywit I reulatry ha bee gien o pimay dstriutin oherthe toDTI

an Thill epot asaisabmled y theg cotractor, ohs befenceseavifes sueleas the Dafons Technical Information ne

IService INTIS). The vitws, opinio~ns. and/or findings contained in this report are those of fth authorlil and

should not be construati as an off icia; Department of the Army position, policy, or decision, unlesstso designated

by other official documentation.

.5.*. ~ '~a
UNCLASSIFIED

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REPORT DOCUMENTATION PAGE READ INSTRUJCTIONS

1REPORT NUMMER 2.GOVT ACCESSION NO. 2. RECIPIENT'S CATALOG NUMMER

ARI Research Note 85-103 ______________

4. TITLE (and Subtitle) S. TYPE OF REPORT A PERIOD COVERED

HUMAN FACTORS RESEARCH IN AIRCREW PERFORMANCE AND Interim Report

TRAINING: ANNUAL SUMMARY REPORT Sept. 81 - Aug. 82

1 September 81 - 31 August 82 6. PERFORMING ORtG. REPORT NUMMER'

ASI-479-19

7. AUTNOR(a) S. CONTRACT OR GRANT NUM99R(.)

Kenneth D. Cross (Editor) MDA 903-81-C-0504

9. PERFORMING ORGANIZATION NAMIE AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK

Anacapa Sciences, Inc. AREA & WORK UNIT NUMMERS

P.O. Bx 4852QZ63743AW92, 2Q26374.3A793, P.O. Bx 4852Q263743A794

Fort Rucker, AL 36362 ______________

11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

Army Research Institute Field Unit December 1985

at Fort Rucker, Attn: PERI.-I. IS. NUMMER Of PAGES

Fort Rucker, AL 36362 76

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U.S. Army Research Institute for the Behavioral Unclassified

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IS. DISTRIDUTION STATEMENT (of Able Repot)

Approved for public release; distribution unlimited.

17. DISTRIBUTION STATEMENT (of Urh. abstract ernteed in, Steek 20. If different *1em1 Report)

1S. SUPPLEMENTARY NOTES

Charles A. Gainer, contracting officer's representative

19. KEY WOft01 (Contnute on reverse side It necesaryvand Identify by block namnber)

-AHIP Scout., -'Synthetic Flight Training System

Scout Team Combat Mission Simulator~ Cost and Training Effectiveness,1

Training Device Requirements., Warrent Officer Retentior)j

Aircrew Training Manual Vali dation. Flight Aptitude Selection Test)

Iteration Requirements) AWO Attrition) (over)

20. ABSTRACT (Vtiar.a - revers..et f&t nemcwer n i denwity by block manbei)

-This report pre~ientsa summary of the work performed under contract number

MDA 903-81-C-0504, ::i.uman Factors Research in Aircrew Performance and Training*,

for the Army Research Institute Field Unit at Fort Rucker, Ala~effl. The report

contains summary descriptions for each of the eleven projects on which contractor

personnel worked during the first contract year - 1 September 1981 to 31 August1

1982,o4Each summary description contains (a) a background section that describes

(over)

DD 1 1473 EDTO F1O5 SOSLTE. UNCLASSIFIED

iSECURITY CLASSIFICATION OF T.419 PAGE (When Dora Entered)
UNCLASSI FI ED

SECURITY CLASSIICATION OF Tm1 PAGE(ftha, Dal nftftEr

ARI Research Note 85-103 ]-,- OW 

, ,19 Key Words (continued)

Revised Flight Aptitude Selection Test Individual Ready Reserve PO

Selection Test Development/ AH-64 Aircrew Selection

Gradeslip Design/ Qualification Training in

Inflight Performance Evaluation, Simulators.

20 Abstract (continued)

-'-1 the rationale for the research need and the project objectives, b) a research

approach that describes the tasks and activities required to fulfill the

project objectives, and c) a project status section that describes the work

completed, preliminary findings (if available), and the anticipated project

completion date. JU

date. 1

"-.

J.1

UNCLASSI FIED

H SECURITY CLASSgPICATION OF THIS PAOEC~hon Date EnterodI

-. V'SV~.~% 
TABLE OF CONTENTS

Page

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

DEVELOPMENT OF A SEPARATION FORM FOR ARMY AVIATION

WARRANT OFFICERS .......... ........................ 3

DEVELOPMENT OF A 1984-85 VERSION OF THE ARMY FLIGHT

APTITUDE SELECTION TEST. . ................. 9

ATM REQUIREMENTS VALIDATION ...... .................. .15

REVISION/VALIDATION OF THE INDIVIDUAL READY RESERVE

(IRR) AVIATOR TRAINING PROGRAM ..... ................ .20

PROGRAM OF INSTRUCTION (POI) FOR RETRAINING

INDIVIDUAL READY RESERVE (IRR) AVIATORS IN

COBRA AIRCRAFT (AH-1) ......... .............. ..... 30

CH-47 FLIGHT SIMULATOR TRAINING DEVELOPMENT STUDY . . . .32

SCOUT HELICOPTER TEAM MISSION SIMULATOR: A NEEDS

AND FEASIBILITY STUDY ........ ...................... 40

PREREQUISITES AND SELECTION CRITERIA FOR AH-64

ADVANCED ATTACK HELICOPTER CREW MEMBERS........ .. 47

A METHODOLOGY FOR DEVELOPING A FLIGHT GRADING

SYSTEM .......................................... .53

_. FIELD VALIDATION OF THE LIGHT ATTENUATION FILTERS

(LAF) ............ ................................ .60

TRAINING HELICOPTER INITIAL ENTRY STUDENTS IN

SIMULATORS (THIESIS). . ............... . . .. 68

. .. . .. . * . . . ... . . .. . . . . . . . . . . .
INTRODUCTION

Anacapa Sciences, Inc. (ASI) is under contract to provide on-site

research support to the Army Research Institute (ARI) Field Unit at

Fort Rucker, Alabama. This contract (Contract No. MDA903-81-C-0504)

commenced on 1 September 1981 and is scheduled to terminate on 31

August 1985. One of the contract requirements is to prepare a Yearly .64

Summary Report that presents a brief description of each project that

ASI personnel worked on during the contract year. This report was

prepared to fulfill that requirement; it describes the projects on which

ASI personnel worked during the first contract year--1 September 1981

through 31 August 1982. V

This report contains summary descriptions for each of the eleven

projects that were assigned to ASI during the first contract year. All

project summaries follow the same format. Each summary begins with a . .

background section presenting the information that an uninitiated reader

needs to understand the requirement for the project. Also, if relevant,

the background section describes the key events that led to the

project's initiation. The background section is followed by a concise

statement of the need for the research and the project objectives.

The next section of the project summary, entitled "Research

Approach," contains a moderately detailed description of what must be

(or has been) done to accomplish the project objectives. For some

projects, the research approach is an experiment in the strict sense of "e P

the word. For other projects, the research approach is a set of

analytical or product-development tasks. In the research approach

section, tasks and activities completed before the end of the first

contract year are described in the past tense; tasks and activities

planned but not completed are described in the future tense.

The final section of the project summaries describes the status of

the project and, if available, preliminary findings. An attempt was

made to provide the reader with an indication of when the project work

. .i
will be completed and when the project results will be documented in a

preliminary or a final report. Readers who need information that is

more current or more detailed than is presented in this report are

invited to contact Mr. Charles A. Gainer, Chief, ARI Field Unit. His

address and phone number are shown below.

Chief

ARI Field Unit

ATTN: PERI-SR

Fort Rucker, AL 36362

Commercial: 205/255-4404 or 3915

Autovon: 558-4404 or 3915

It is important to point out that the projects summarized in this

report represent only a portion of the projects presently under way at

the ARI Fort Rucker Field Unit; ARI's research program also includes

numerous projects that are the sole responsibility of ARI personnel. V

The names and titles of members of ASI's Fort Rucker research

team are listed below. Also listed are the ARI personnel who served as

the point of contact (POC) for one or more of the projects summarized

herein. Every POC worked closely with ASI personnel and provided

both technical direction and administrative support during all phases of

the effort.

" Dr. Kenneth D. Cross, Program Manager

" Mr. Theodore B. Aldrich, Project Director

" Dr. Jack B. Keenan, Project Director

* Dr. Robert E. Lockwood, Project Director

" Dr. Sandra S. Martin, Project Director

" Dr. Kathleen A. O'Donnell, Project Director

" Dr. John IV. Ruffner, Project Director

" Mr. Daniel T. Wick, Project Director

" Mr. Steven L. Millard, Instructor Pilot

" Mr. Walker Craddock, Operations Research Analyst

" Mr. David G. Russell, Data Analyst

" Mr. Ronald J. Cohen, Research Associate

" Ms. Elinor Cunningham, Research Associate

" Ms. C. Nadine McCollim, Technical Assistant

* Mrs. M. Ernestine Pridgen, Technical Assistant

" Miss Susie Britt, Data Processor '.5..

" Dr. William R. Bickley, ARI POC '"-'

* Dr. Jack H. McCracken, ARI POC

" Dr. Michael G. Sanders, ARI POC

" Dr. Brian D. Shipley, Jr., ARI POC

" Dr. Robert H. Wright, ARI POC

2

.'., '-
DEVELOPMENT OF A SEPARATION FORM FOR

ARMY AVIATION WARRANT OFFICERS

Dr. Sandra S. Martin, Project Director

BACKGROUND

In October 1979, Warrant Officer Division, U. S. Army Military

Personnel Center (MILPERCEN), requested that the Army Research

Institute (ARI) provide research support to investigate an apparent

trend toward decreased retention of aviation warrant officers (AWOs).

The request stemmed from retention data obtained by MILPERCEN that

indicated a significant decrease in retention of first-term AWOs. These

AWOs leave the Army at the end of the three-year obligation incurred

by attending the Army's Initial Entry Rotary Wing (IERW) flight

training program. This career point is the first opportunity for AWOs

to separate from the Army following completion of flight training. 1

Specifically, the retention data indicated that, for those AWOs

who completed training during the period FY 1973 through FY 1975,

retention beyond initial obligation remained relatively stable at

approximately 65 percent. For AWOs who completed flight training

during FY 1976 and FY 1977T 2 however, retention rate at the same

career point had declined to approximately 45 percent (Bills, 1979).

MILPERCEN was concerned that the increased rate of AWO attrition might signal the onset of an aviator retention problem that already

was troubling the other military services. MILPERCEN also was

concerned that a continued high rate of AWO separation might seriously

reduce the Army's aviation readiness and combat effectiveness. The

problem was exacerbated by the following additional considerations

(Everhart & Sanders, 1981):

1The initial obligation was changed from three to four years effective

1 October 1978.

Beginning with FY 1977, the fiscal year was changed from 1 July

through 30 June to 1 October through 30 September. FY 1977T

represents the period 1 July 1976 through 30 September 1976 during

which the transition to the new fiscal year concept occurred.

3
P 1L_'

* increasing costs of aviator training and replacement,

* increasing aviation force structure needs,

* limitations in aviator training rates, and

" decreasing manpower pool for recruitment of aviators.

In response to M1ILPERCEN's request for research assistance, ARI

conducted a worldwide survey of Army aviators. The survey used a

questionnaire, constructed by ARI, to identify factors that contribute

to attrition of AWOs. The questionnaire items were organized into two

sections: a personal data section and a career factors section. Items

in the personal data section were designed to provide information about

the demographic characteristics, assignments, and career intentions of

the respondents. Items in the career factors section were designed to

determine the amount of influence that each of 46 factors have on AWOs'

decisions to leave the Army.

During the four-month period from September to December 1980,

approximately 900 AWOs and 300 commissioned officer aviators were

surveyed. The AWOs were subsequently defined as retainees or

attritees. The distinction was based on the AWOs' stated intentions to

remain in or to leave the Army, respectively. Data provided by the

survey identified demographic characteristics, such as age, rank, and

MOS, that are related to AWO attrition (Sundy, Ruffner, & Wick, 1981).

In addition, the survey provided three different sources of information

about the career factors that influence AWOs' decisions to leave the

Army--AWO attritees (self-reports), AWO retainees (peer perceptions),

and commissioned officer aviators (supervisor perceptions) (Rogers and

King, 1981).

The ten most influential factors identified by the AWO attritees

represent three major areas of concern: (a) pay and benefits, (b)

leadership and supervision, and (c) career and assignment factors

(Rogers & King, 1981). These areas subsequently became the focus of

a series of initiatives that were developed by MILPERCEN to enhance

retention of AWOs. Included in the initiatives was an overall increase

in flight pay, as well as equalization of flight pay between warrant

officer and commissioned officer aviators (Morgan & Johnson, 1981).

4
NEED/PROBLEM

ARI's survey provides a comprehensive view of AWO retention at

a particular time. A more complete understanding of AWO retention

requires development and implementation of a mechanism that provides

continuous feedback about AWO retention. In recognition of the need

for continuous assessment of AWO retention, MILPERCEN has tasked

ARI to develop a separation questionnaire to be administered to all

AWOs who leave the Army.

Information provided by the questionnaire will be used to implement and maintain a continuous, closed-loop feedback system that will

provide MILPERCEN with current information about (a) the number and

types of AWOs who separate from the Army, and (b) the type and

importance of factors that influence AWOs' decisions to leave the Army.

This information, in turn, can be used by the Department of the Army

(DA) as an aid in activities such as: -

* determining the number of aviators, by MOS, that must be

trained for replacement,

* planning and projecting the AWO personnel strength, and

* developing and assessing Army policies that impact on retention

of AWOs.

Major users of the information include MILPERCEN, the Deputy Chief of

Staff for Personnel (DCSPER), and the U. S. Army Aviation Center

(USAAVNC).

PROJECT OBJECTIVES

The project has four specific research objectives. The objectives

are as follows:

* to identify the factors that historically have been related to

military aviator retention,

* to develop a preliminary version of the separation

questionnaire,

* to conduct pretests of the preliminary questionnaire and use the

resulting information to develop the final version of the

separation questionnaire, and A,

* to develop and implement a data analysis plan for analyzing data

yielded by the separation questionnaire.

5

.. -..' .- ,' ., .-" .. : , -- " -. . " . '. " ' ',-.-" : - "''': '" .' ' . . - : , ' *- - , . .
RESEARCH APPROACH

The initial step in developing the questionnaire is an extensive

review of contemporary retention research. Since the separation

questionnaire is designed specifically for AWOs, the literature review

focuses on investigations of military aviator retention.

The primary purpose of the literature review is to determine the

factors that historically have been related to retention of military

aviators. These factors helped define the types of information that the

questionnaire must contain to yield the necessary data about AWO

attrition. Two additional sources used to define information requirements are (a) interviews of AWO attritees and subject matter experts

(SMEs), and (b) reviews of existing Air Force and Navy separation

questionnaires.

Specific items representative of each of the major categories of

information requirements were then designed. These items were

compiled to form a preliminary version of a four-part separation

questionnaire.

Part I of the preliminary questionnaire contains items designed to

determine the demographic characteristics of AWOs who separate from

the Army. Parts II and III consist of career factors that are rated by

respondents on a 7-point numerical scale. In Part II, the respondents

rate each career factor to indicate their opinion of the factor for

determining job satisfaction. In Part II, the respondents rate the same

career factors to indicate the influence that each factor had on their

d-!cision to remain in or to leave the Army. Part IV contains items

designed to yield feedback about the suitability of the questionnaire's

content and format.

Following construction of the preliminary questionnaire, a field

test must be conducted. The field test data will be collected from

respondents who are selected from two criterion groups--attritees and

retainees. Attritees are defined as AWOs who have indicated their

intentions to leave the Army, either at the end of their initial obligation

or following a voluntary extension of their service. Retainees are

IWa

6

"%"
defined as AWOs who have extended their service beyond their initial

obligation and who have indicated their intentions to remain in the

Army. The questionnaire will be administered by the project director

or by local points of contact (POCs) at installations where the

respondents are located.

The field test data will be analyzed and the results will be used

to produce the final version of the separation questionnaire. Particular

emphasis will be given to inclusion of items that (a) are shown in

statistical analyses to discriminate between AWO attritees and AWO

retainees, and/or (b) are identified as having particular relevance for

Army personnel and policy decisions.

Once the final questionnaire is developed, it will be submitted to

MILPERCEN for Army-wide administration to all AWOs leaving the Army.

Information provided by the questionnaire will be analyzed to produce

quarterly reports of AWO losses to the Army and the factors influencing

the AWOs' decisions to leave the Army.

PROJECT STATUS

Work Completed

The preliminary version of the separation questionnaire has been

developed. Initial feedback about the preliminary questionnaire has

been derived through the project director's personal administration of

the questionnaire and through interviews with the respondents.

Further field test data collection from AWOs who leave the Army

at the end of their initial obligation must be delayed until August 1983.

This delay is necessary because of the year of ineligibility for attrition

of first-term AWOs. The period of ineligibility, which extends from

1 August 1982 to 1 August 1983, is due to the transition from a 3-year

to a 4-year initial commitment in FY 1979.

A summary report of ARI's AWO retention research has been

written. The report presents an overview of past research, research

currently in progress, and projections for future research.

7
Projected Date of Completion

Current projections are that the field test data collection and

preliminary data analyses will be completed in FY 1984. Pending

completion of these tasks, the final questionnaire will be available in %*

late FY 1984.

REFERENCES

Bills, A. D. Briefing presented to ARI, October 1979.

Everhart, C. D. and Sanders, M. G. Aviation warrant officer

retention: A matter of concern. U. S. Army Aviation Digest,

August 1981, 27(8).

Morgan, G. A. & Johnson, K. M. Aviation warrant officer retention:

A matter of action. U. S. Army Aviation Digest, December 1981,

27(12).

Rogers, G. L. & King, 0. T. Aviation warrant officer retention:

The factors which influence the decision to leave. U. S. Army

Aviation Digest, September 1981, 27(9).

Sundy, B. T., Ruffner, J. W., Wick, D. Aviation warrant officer

retention: An evaluation of demographic items. U. S. Army

Aviation Digest, November 1981, 27(11).

8

77%

Zen o' I %
DEVELOPMENT OF A 1984-85 VERSION OF THE

ARMY FLIGHT APTITUDE SELECTION TEST

Dr. Robert E. Lockwood, Project Director

BACKGROUND

This research project is a part of a continuing ARI program to

ensure that the Army's procedures for selecting applicants for Initial j

Entry Rotary Wing (IERW) flight training remain effective and valid.

The Army's initial selection device--the Flight Aptitude Selection

Test (FAST)--was developed during the 1950s in response to the

problem of unacceptable attrition from the flight training program. The

FAST was composed of two batteries--an Officer Battery (OB) and a

Warrant Officer Candidate Battery (WOCB); each battery yielded a

fixed-wing and a rotary-wing aptitude score for each applicant (Kaplan,

1965). The FAST was implemented in 1966 and resulted immediately in

a reduction in attrition.

In 1974, a reassessment of the predictive validity of the FAST

showed that it still was an effective and valid test for selecting

applicants for flight training (Eastman & McMullen, 1978a). However,

by this time the Army had ceased to train initial entry students in ,.,

fixed-wing aircraft, so there was no longer a need for the fixed-wing

aptitude scores from the FAST. For this and other reasons, a decision

was made to revise the FAST. Another motive for revising the FAST

was the desire for a single test battery that can be used for all

applicants and that contains fewer, shorter, and more easily scored

subtests. The revision was based on a factor analysis of both FAST

batteries and a regression analysis of the FAST subtests. The

resulting battery--the Revised Flight Aptitude Selection Test (RFAST)--

contains seven subtests from the FAST; each subtest contains approxi- ._"w

mately one-half the items from the original subtest (Eastman &

McMullen, 1978b). The FAST subtests and items used in the RFAST

were selected because of their predictive validity. That is, the a'

subtests that correlated most highly with successful performance in

9 ~ ~

%
IERW were selected as subtests for the RFAST. Then, the items on

each subtest were reduced in number by selecting items that had the

highest item validities until each subtest was approximately one-half its

original length.

The RFAST became operational in 1980. The data that are needed

to evaluate the effectiveness of the RFAST did not become available

until early 1982. This delay was caused by the time that elapses

between testing and the beginning of flight training, and the ninemonth duration of the flight training program. Consequently, this

research began, using the data now available, with an evaluation of the

effectiveness of the RFAST as a predictor of performance in the IERW

training program.

PROJECT OBJECTIVES

The ultimate objective of this project is to develop a more

effective version of the Army's Revised Flight Aptitude Selection Test.

The specific technical objectives of this research are as follows:

" Determine appropriate criterion measures of IERW proficiency.

" Determine the relationship between criterion measures and the

components of IERW.

* Identify the criterion measures predicted by the RFAST.

" Identify requisite abilities necessary to successfully complete

IERW.

" Identify the abilities now being assessed by the RFAST.

" Develop a future version of the Army's Flight Aptitude Selection

Test with all ancillary materials. : "

RESEARCH APPROACH

The general research approach is an investigation of the current-II

predictive validity of the RFAST, followed by traditional test development activities that will result in an updated version of the RFAST. ,

The objective of the first phase of the research is to conduct a

detailed statistical analysis of the RFAST. The analytical computations

include an item analysis of the 200 items in the RFAST, reliability 0

10

|... .... d
I,

estimates for component subtests and for the total battery, and estimates of subtest validity and total battery validity. To compute the

validity estimates, it was first necessary to identify meaningful criterion

variables from IERW. As an aid in selecting these criterion variables,

attrition data were reviewed to determine the training phases in which

involuntary attrition occurs most frequently (Roth, 1980). This review

revealed that most flight-deficiency attrition occurs in two training

phases: primary training and instrument training. The criterion

measures selected from these phases were:

e hours to solo,

e primary IP grade,

o primary evaluation grade,

9 basic instruments IP grade,

e basic instruments evaluation grade,

* advanced instruments IP grade, and

e advanced instruments evaluation grade.

One additional criterion measure was selected for investigation that is

not a part of the primary training phase or the instrument training

phase. This criterion measure--Final Class Standing--is based on the

weighted average of all academic and flight examinations that a student

takes during IERW. These criterion measures were used in regression

analyses to determine the validity of the RFAST when predicting

performance in IERW.

An investigation of the current IERW training program was

undertaken to identify the abilities required to successfully complete

IERW. This investigation used subject matter experts (instruct. r

pilots) to define the critical tasks that are indicative of successful

performance in the primary and instrument phases and, then, to

estimate what abilities are required to perform these critical tasks

(Theologus, Romashko, & Fleishman, 1970).

An investigation was also undertaken to determine the abilities

assessed by the current RFAST. Psychologists from the Army Research

Institute Field Unit and Anacapa Sciences were the subject matter

experts used to determine the abilities assessed by the RFAST.

'. 4 . * .•. * .. . . . .
After the identification of the abilities required to complete IERW

and those being assessed by the RFAST is complete, a comparison

between the two will indicate abilities that should be considered for

potential test development activity. The inclusion of new subtests that

measure the abilities thus identified may increase the validity of the

RFAST.

The second phase of this research will consist of traditional test

development activities. Based on the item analysis data, the current

subtests from the RFAST will be modified to increase reliability and

validity. Using the data from the abilities analysis, additional subtests

will be investigated for possible inclusion in an updated version of the

RFAST. Once the updated version is developed, a pretest will be

conducted to ensure that the test is functioning as designed. Following

the pretest, statistical analyses will be conducted to document the

reliability and validity of the updated version. The final activity will

be to compile two parallel versions of the updated RFAST and to

develop all ancillary materials, including answer sheets, test administration manuals, directions, and scoring keys.

PROJECT STATUS

Work Completed

The statistical analysis of the RFAST has been completed, with

the exception of a cross-validation of the regression equations

generated for the four categories of criterion variables. The item

analysis data indicate that the current RFAST is a heterogeneous

battery composed of six homogeneous subtests and one heterogeneous

subtest. The one heterogeneous subtest, Self-Description, appears to

be unrelated to total battery scores. With the exception of the SelfDescription subtest, all subtests have acceptable estimates of reliability,

ranging from .64 to .88, with the total battery reliability estimated to

be .90.

The validity of the RFAST as a predictor of success in IERW was

investigated using regression analyses with each of the following

criterion variables:

12
" hours to solo,

* primary IP grade,

" primary evaluation grade,

" basic instruments IP grade,

* basic instruments evaluation grade,

" advanced instruments IP grade,

" advanced instruments evaluation grade, and

" final class standing.

The results of these analyses indicate validity coefficients ranging from

.23 (Hours to Solo) to .46 (Final Class Standing) for the entire sample

of Officers and Warrant Officer Candidates. Separate analyses for each

of these subsamples yielded validity coefficients ranging from .29

(Primary Evaluation Grade) to .56 (Final Class Standing) for Officers

and from .27 (Hours to Solo) to .48 (Basic Instruments Evaluation

Grade) for Warrant Officer Candidates. The addition of the General

Technical and Skilled Technical subtests from the Armed Services

Vocational Aptitude Battery for the Warrant Officer Candidates

increased the multiple correlation with Final Class Standing to .54 and

.68, respectively. Data from a second sample of IERW students are now

being collected for a cross-validation of these regression equations.

The procedure for identifying the abilities required to complete

IERW has been implemented. The results of this investigation will be

compared with the abilities assessed by the RFAST to determine

potential areas for test development. In addition, project personnel will

conduct a review of the other services' selection procedures, as well as

experimental batteries currently under development for ARI, to

determine the degree to which the abilities identified in this research

are being assessed.

Projected Completion Date

A research report that fully describes the statistical analysis of

the RFAST will be completed by 15 November 1982. The report is an

evaluation of the RFAST as a predictor of performance in IERW. A

second research report on the investigation of the abilities required to

complete IERW is in preparation and will be available by 1 January

1983. The second report will contain a detailed description of the

13
procedures used to identify critical abilities and recommendations for

future test development activities.

REFERENCES

Eastman, R. F., & McMullen, R. L. The current predictive validity of

the flight aptitude selection test ARI Field Unit Research

Memorandum 78-2). Fort Rucker, AL: U.S. Army Research

Institute for the Behavioral and Social Sciences, March 1978a.

Eastman, R. F., & McMullen, R. L. Item analysis and revision of the .-.

flight aptitude selection tests (ARI Field Unit Research Memorandum

78-4). Fort Rucker, AL: U.S. Army Research Institute for the

Behavioral and Social Sciences, April 1978b.

Kaplan, H. Prediction of success in Army aviation training (Technical

Research Report 1142). Washington, D.C.: U.S. Army Personnel

Research Office, June 1965.

Roth, J. T. Continuation of data collection on causes of attrition in

initial entry rotary wing training (Final Report). Valencia, PA:

Applied Science Associates, 15 April 1980.

Theologus, G. C., Romashko, T., & Fleishman, E. A. Development of

a taxonomy of human performance: A feasibility study of ability

dimensions for classify'ng human tasks (Technical Report 5).

Washington, D.C.: American Institutes for Research, January

1970.

14

7 -ALI-_
ATM REQUIREMENTS VALIDATION

Dr. John W. Ruffner, Project Director

BACKGROUND

With the introduction of the Aviation Career Incentive Act of

1974, Congress and the General Accounting Office established that the

Army's flying-hour program funding would be acceptable only if it is

fully justified. At that time, the Army was less able than the other * C.

services to demonstrate a definitive program that carried the aviator

through qualification, mission, and continuation stages of training and

specified tasks required in each training stage. The Army could

produce only an annual flying-hour program requiring 80 hours for

each aviator; no satisfactory explanation could be given as to how and

to what benefit these hours were being used.

At the direction of the Vice Chief of Staff of the Army, a special

task force from the Army Training and Doctrine Command (TRADOC)

was created in late 1976 to develop a flying hour program structured

around readiness. The product of this task force was the Aircrew

Training Manual (ATM) program (Lovejoy & Presley, 1980).

The ATMs specify the training required to qualify individual

Army aviators to operate specific aircraft/systems. The manuals provide

lists of individual flying tasks that must be mastered and specify the

standards for the satisfactory performance of these tasks. The manuals

also specify, for aviators who are classified in a mission-ready status,

the minimum number of times each ATM task must be performed

(practice iterations) and the minimum total number of hours that must

be flown during a six-month period of continuation training.

Continuation training is the training that qualified aviators must receive

to maintain their currency and proficiency.

T-sk iteration and flying hour requirements are specified for two

Flight Activity Categories (FACs). The FACs are categories of aviation

positions. Positions designated as FAC 1 require aviators to perform

combat, combat support, or combat service support missions. FAC 1

15

-- ::
aviators must be proficient in the tactical tasks appropriate for the type

aircraft flown (e.g., utility) and for the mission of the unit to which

the aviator is assigned (e.g., troop support). Positions not falling in

FAC 1 are considered FAC 2 positions; these positions require the

maintenance of basic flight skills. A task list for each FAC 1 and

FAC 2 position is established by the commander, depending on his

evaluation of the probable employment role of that position (TC 1-134,

October 1980).

The ATMs serve several important functions for the aviation unit

commander. They help him assess the combat-ready status of the unit,

identify performance deficiencies of individual aviators, and develop and

implement the required training program.

NEED

The U. S. Army Research Institute Field Unit at Fort Rucker

(ARI) was requested by the Directorate of Evaluation and Standardization (DES) in 1980 to validate the ATMs. It was stated that the

validation effort was to focus on the task iteration and flying hour

requirements, which were defined initially by a group of subject matter

experts (SMEs). Since the cost of flying hours continues to increase,

a need exists to determine empirically the minimum number of ATM task

iterations and the minimum number of flying hours that will maintain

combat flying proficiency in Army aviators. These data are needed to

ensure the effective utilization of valuable training resources,

including: flying hours, aircraft, instructor pilot time, and aviator

time.

PROJECT OBJECTIVES

The ATM Requirements Validation project has three specific

research objectives:

e Determine the minimum ATM iterations and flying hours required

to maintain minimum aviator proficiency in continuation training.

e Provide empirical performance data to support the Army's Flying

Hour Program.

16 * "...
* Predict aviator performance, at the end of a six-month test

period, on a selected set of FAC 2 tasks based on: amount of

practice, length of no-practice period, previous experience, and

initial skill level.

RESEARCH APPROACH

Because of time and resource constraints, the scope of the ATM

Requirements Validation project has been initially limited to the

investigation of task iteration requirements for a continuation training

program designed to maintain proficiency in FAC 2 tasks. Once the

task iteration requirements have been determined, it will be possible to

estimate the flying hours necessary to meet these requirements as well .:

as other unit mission requirements.

A two-phase study was designed to accomplish the objectives of

this project. Phase I consists of a methodology to determine systematically task iteration requirements for a group of FAC 2 aviators in a

controlled experimental environment, using a single low-cost rotary wing

aircraft. Phase II consists of a methodology utilizing SME judgments to

extrapolate Phase I data to other rotary wing aircraft.

Phase I, in progress at the end of the first contract year,

consists of a field experiment being conducted at the U. S. Army

Aviation Center at Fort Rucker. The test subjects for this experiment

are 81 FAC 2 staff aviators who were stationed at Fort Rucker at the

outset of the study and who will remain at Fort Rucker for the duration

of the six-month test period. Staff aviators do not fly as a regular

part of their duty assignments, but are required to meet ATM semiannual task iteration and flying hour requirements.

The test subjects are given initial checkrides to establish their

baseline performance. Then, they are assigned to one of seven groups

in such a way that the mean number of rotary wing flight hours

completed by group members prior to the outset of the study is

approximately the same for the seven groups. During the six months

following that checkride, subject groups are scheduled to perform zero,

two, four, or six iterations of a FAC 2 task list in the UII-1 aircraft.
.4.

The group flying zero iterations is the no-practice control group. Half

the groups performing two, four, or six iterations are scheduled to fly

during the first three months of the test period, while the other half

are scheduled to fly during the second three months. Hence, the

treatment of the seven groups differs in the number of practice itera- -

tions received during the six-month period and when, during the

six-month period, the practice is received.

The UH-1 was selected for use in Phase I primarily because it is

the aircraft used by the majority of FAC 2 aviators to maintain minimum

proficiency.

At the end of the six-month period, the test subjects are given

final checkrides to measure their proficiency. The final checkrides are

scheduled to be completed in December 1982. Instructor pilots from the

Aviation Center are responsible for conducting all checkrides, supervising all practice flights, and collecting performance data during the

checkrides and practice flights.

Data from the final checkrides will be analyzed in order to

determine the effects of several operationally relevant variables on

retention of flight skills. Among the most important of these are:

number of task iterations, length of no-practice interval, previous

experience (as measured by rotary wing flying hours), and skill level

at the beginning of the test period (initial checkride score). In

addition, data on the aviator's confidence in his ability to perform each

task are being collected, both before and after the initial and final

checkrides. These data will be analyzed to determine the relationship

between confidence level and checkride scores both at the beginning

and at the end of the test period.

During Phase II, scheduled for January 1983, a group of SMEs

experienced in the UH-1, AH-1, and 011-58 aircraft will estimate the

task iteration requirements for the AH-1 and OH-58 aircraft. The SMEs

will base their estimates for each task on the data obtained using the

UH-1 in Phase I. This group of SMEs will be assembled from the

Aviation Center and, if possible, from selected aviation units.

18

a.. a * .. . . a .- : -a *....*a.
PROJECT STATUS

Work Completed

At the end of the first contract year, all initial proficiency checkrides had been completed. Half of the test subjects had completed

their practice iterations. Preliminary data reduction has been completed

and data analyses are in progress for the initial checkride and practice

iteration data. No data can be reported at this time.

Projected Completion Date

It is estimated that draft results will be available on or about

1 February 1983. The final report, having undergone formal review by

ARI, should be completed on or about 1 May 1983.

REFERENCES

Lovejoy, R. K., & Presley, W. N. Aircrew Training Manuals. Aviation

Digest, September 1980.

U. S. Army Training Circular TC 1-134, Aircrew Training Manual

Commander's Guide, October 1980.

19

7t

% ~1 ~ ~ ~ . . . . . . . . . .
REVISION/ VALIDATION OF THE INDIVIDUAL READY RESERVE (IRR)

AVIATOR TRAINING PROGRAM

Mr. Daniel T. Wick, Project Director

BACKGROUND

It has been estimated that between 1.3 and 1.8 Army rotary wing

aviators per cockpit seat would be required to sustain operations in any

major conflict (Department of the Army, 1979). Currently, there is

only one active duty aviator per aircraft seat in the Army inventory.

This shortfall of Army aviators would be made even greater by a migration of officers from flying positions to staff positions during a major

mobilization.

In 1978, the Department of the Army created the Individual Ready

Reserve (IRR) Aviator Training Program as a means for eliminating the

aviator shortfall that otherwise would exist during a major mobilization.

The IRR Aviator Training Program is designed to fill the cockpit seats

with individuals who once served successfully as Army aviators but

subsequently chose not to remain on active duty. The fundamental

premise underlying the IRR Aviator Training Program is that it is less

costly to retrain former aviators and to maintain their flying skills

through periodic refresher training than it is to train and to maintain a

larger force of active duty aviators. This program differs from the

Army Reserve and National Guard in that the IRR Aviator Training

Program requires participation only once a year, rather than the

monthly participation required by the other reserve programs.

The Reserve Component Personnel and Administration Center

(RCPAC) was given the responsibility for administering the IRR Aviator

Training Program. As initially designed the program required that an

IRR aviator be assigned to a specific field unit and that he report to

his assigned unit for a 19-day training period once each year at the

outset of the program. Each unit commander was made responsible for

developing a program to train the IRR aviator assigned to his unit.

This arrangement proved unsuitable because RCPAC had no means of

20
standardizing or evaluating the type and quality of training that the

IRR aviator received at his assigned unit.

In 1979, the ARI Field Unit at Fort Rucker was requested by the

Deputy Chief of Staff for Operations (DCSOPS), in conjunction with

Forces Command (FORSCOM) and RCPAC to develop a standardized IRR

Aviator Training Program. The specific tasks that ARI was requested

to accomplish are as follow:

* to evaluate the amount of deterioration in the flying skills of

IRR aviators,

e to determine the amount and nature of training needed to

correct this deficiency, and

e to develop a program for accomplishing the required training in

a cost-effective manner.

Army Research Institute personnel commenced work on the

assigned project by conducting a mail survey of (a) IRR aviators who

had attended one or more on-site training periods, and (b) active duty

personnel who had been directly involved in training one or more IRR

aviators. The survey resulted in two clear-cut and important findings.

First, it was found that the flying skills of the typical IRR aviator had

deteriorated substantially during the period he had been away from

active duty. Although the survey provided no precise measure of the

amount and type of skill deterioration, the results clearly indicated that

a significant amount of refresher training would be necessary to

increase IRR aviators' flying skills to an acceptable level. Second, the

survey results showed that the type and amount of training received by

IRR aviators varied greatly from one installation to another. Training

at some installations consisted of little more than self-study of military

publications. At other installations, the entire training program

consisted simply of passive rides in the copilot seat of a helicopter

during routine mission-training exercises. Overall, there were few

instances in which the IRR aviators judged their training to be

adequate.

The survey results and information from subject matter experts

(SMEs) were used by ARI personnel to develop a preliminary version of

J b77

21 .............................................
Mr. --- T- W I. W-J'WI.V. N 

mV

a program of instruction (POI) for the IRR Aviator Training Program

(Allnutt & Everhart, 1980; Everhart & Allnutt, 1981). The POI

consisted of two training phases. Phase I consisted of training in basic

flight maneuvers and in academic study of a wide range of topics.

Phase II consisted of refresher training on Phase I maneuvers and

academic topics, additional flight training in special and tactical

maneuvers, and academic training in terrain analysis and map interpretation. All flight maneuvers trained in Phase I and Phase II were

selected by FORSCOM for IRR aviators.

The preliminary version of the POI was used to train a sample of

17 IRR aviators on Phase I maneuvers; the 19 days of training were

conducted at Fort Rucker by experienced instructor pilots (IPs). One

year after the Phase I training period, 6 of the original 17 aviators

returned to Fort Rucker for 19 days of Phase II training. The preliminary version of the POI proved to be generally effective, but the

results revealed a number of ways in which the POI could be improved.

The POI was revised in accordance with these findings.

NEED

Copies of the second version of the POI were distributed to

field units along with a questionnaire designed to provide feedback on

the POI's effectiveness. Instructor pilots were requested to use the

POI and complete the questionnaire. An analysis of the questionnaire

results revealed that two problems clearly compromised the effectiveness

of the POI.

. Due to the lack of preparation by IRR aviators prior to their

arrival at the unit, an unacceptably large portion of the 19-day

training period was spent on academic topics.

* An excessive amount of instructor pilot time was required to .

complete the academic training specified in the PO..

It was the need to eliminate these problems that led to the

initiation of the present project.

22 77

- . . .- , ° °. . -.. . . . . . I 
PROJECT OBJECTIVES

The three objectives of this project are:

" to develop self-study materials that IRR aviators can use at

home or at the unit training site to complete some or all of the

academic preparation,

" to modify the academic portion of the POI to reduce the amount

of IP time required to administer the training, and

* to evaluate the revised POI in a controlled environment.

RESEARCH APPROACH '--S

The research plan for the project identified five general tasks

that must be accomplished to fulfill the objectives of this project.

These tasks are discussed below under separate headings. A description of both the task and the outcome is presented for the tasks that .

had been completed by the end of the contract year.

Definition of Academic Training Requirements

The purpose of this task is to define the topics that must be

covered in the academic portion of the training program and to specify

for each topic the specific knowledge that IRR aviators must possess in

order to complete the course successfully. This task was accomplished

by a team of SMEs composed of experienced instructor pilots (IPs) and

experts in training technology.

The consensus of SME opinion was that the academic units for

Phase I training should provide the student aviator the knowledge

necessary to pass the pilot's oral examination as outlined in the Aircrew

Training Manual for the UH-1 aircraft (TC 1-135). It was also agreed

that academic units for Phase II training would be limited to map interpretation and terrain analysis. The order, content, and number of

academic units in the original P01 were revised to cover more

thoroughly the germane academic topics. The revised POI consists of

12 academic units for Phase I and 5 academic units for Phase II.

23
Development of Academic Training Materials

The original POI required 80 hours of IP lectures to cover the

academic topics. The primary objective of this task is to develop a

training approach and requisite materials that eliminate the requirement

for IP involvement in academic training. An approach considered highly

desirable is to provide IRR aviators with the opportunity to complete

some academic study at home, prior to their arrival at the unit training

site. Another desirable approach is to provide the IRR aviators with

self-study materials that they can study at the training site during

proctored study periods. Since the amount of time IRR aviators will

devote to home study is uncertain, a combination of the two training

approaches is employed; that is, each IRR aviator will be provided an

opportunity to engage in home study and an incentive for doing so.

However, because the amount of home study cannot be controlled, the

program must be designed such that all or any part of the academic

training can be accomplished through self-study at the unit training

site.

Another factor to be considered in developing academic training

materials is that individual IRR aviators can be expected to differ

greatly in their need for academic training. Individual differences in

the need for academic training stem from differences in the amount of

flight time logged by the aviators, differences in the time that has

transpired since the aviators have flown regularly, and differences in

the aviators' fundamental abilities. Hence, an important objective was

to develop academic training materials that enable individual aviators to

(a) study only the topics on which their knowledge is deficient, and

(b) proceed through the training as swiftly as their capabilities permit.

Three types of materials were developed: a comprehensive set of

reference materials, a detailed study guide, and a set of diagnostic

examinations. The use of the materials is explained in the following

description of the general training concept. P

* Step One--The reference materials and study guide are sent to

the IRR aviator's home about four weeks before he is scheduled

to arrive at the training site. The IRR aviator is instructed

24
that home study is not mandatory but that time spent on home

study will increase the amount of on-site time that can be spent

on inflight instruction. Aviators who choose to engage in home

study are instructed to complete the work specified in the

study guide.

" Step Two--The IRR aviator is required to complete a diagnostic

(paper-and-pencil) examination as soon as he arrives at the

training site. The examination contains 12 subtests that cover

12 academic topics. A score of 90% or greater on any subtest

excuses the IRR aviator from further study on the academic

topic covered by the subtest.

" Step Three--An IRR aviator who fails to score at least 90% on

any subtest is required to complete the self-study material

specified for that topic in the study guide. Once the selfstudy has been completed, the IRR aviator is required to take a

second examination on the topic. Any IRR aviator who fails to

score at least 90% on the second examination is provided oneon-one tutoring by an IP until the IP judges that the IRR

aviator has sufficient knowledge about the topic. This

procedure is repeated until self-study of all 12 academic topics

has been completed.

Development of Inflight Training Plan

The goal in developing an inflight training plan is to enable IRR

aviators to relearn flying skills as rapidly as is commensurate with

safety. The flying tasks/maneuvers to be taught were specified by

FORSCOM. The Phase I tasks/maneuvers include most of the tasks/

maneuvers that must be mastered to qualify for FAC 2 positions. The i

main exception is that no training is provided on instrument flight

tasks. In Phase II, IRR aviators are provided refresher training on all

Phase I tasks/maneuvers and are trained on a set of tactical and special

tasks.

Conduct On-Site Evaluation of POI

The objective of this task is to evaluate the POI's effectiveness

when used to train a representative sample of IRR aviators under

realistic training conditions. The research plan developed for this

project stipulates that: (a) A total of 48 IRR aviators are to be trained

at the U. S. Army Aviation Center (USAAVNC), Fort Rucker, Alabama;

25
(b) Each month for six consecutive months, a group of eight IRR

aviators are to receive training on 19 consecutive days; c) The last

group of aviators are to complete training on 19 November 1982; and d) The 48 IRR aviators are to return to USAAVNC for refresher training.'

and Phase II training in 1983. Critical questions addressed by the *.

evaluation include the following:

How much time will the average IRR aviator devote to home

study?

" Are the study guide and reference material comprehensive in

their coverage of academic topics?

" Are the study guide and reference material sufficiently clear

and easy to use?

" How much time do aviators require to complete the self-study of

each academic training unit?

" How many flying hours do IRR aviators require to relearn the

requisite flying skills?

Revise the POI

The objective of the final task is to use the information from the

evaluation to refine the POI. The revision of the Phase I POI is

scheduled for completion in July of 1983. The revision of the Phase II

POI is scheduled for completion in June of 1984.

PROJECT STATUS

Work Completed

Training Materials and Examinations. The development of all

training materials and examinations had been completed by the end of

the first contract year. Completed products include:

o An 850-page volume of reference material--entitled "IRR Aviator

Reference Material" -- contains 9 Department of the Army aviation

publications and 1 Federal Aviation Administration publication.

The publications were selected and edited to provide a comprehensive, yet concise, set of reference materials that cover all

germane academic topics.

26
" A 62-page study guide--entitled "IRR Aviator Study Guide"--is

designed to define, for each of the 12 academic topics, the

knowledge that must be acquired and the reference material that

must be studied to acquire the requisite knowledge. The study

guide also contains completion-type questions and computational

exercises drafted to focus the IRR aviator's attention on

specific information items of particular importance.

" A comprehensive diagnostic examination consists of 221 multiplechoice items that are divided into the 12 subtests; one subtest

was developed for each of the 12 units of the P01. The

examination items were developed by a team of four IPs and

four psychologists. To assist in developing examination items, v~

team members obtained a list of questions commonly asked

during the oral examination given by the Directorate of

Evaluation and Standardization (DES) standardization instructor

pilots (SIPS).

" Twelve pairs of parallel unit quizzes are designed to assess the

IRR aviator's knowledge of the subject matter in each of the 12

units of the P01. Unit quizzes cover the same content as the

12 subtests of the diagnostic examination.

Aviator Training. Twenty-four of the 48 IRR aviators scheduled

to participate in this study have been trained. Flight time for handson flight instruction averaged 18.75 hours per aviator. The IRR

aviators trained thus far required approximately 20 hours of proctored

self-study to complete their academic training.

Data Tabulation/ Analysis. Item responses and scores on the

diagnostic examination and on academic unit quizzes, daily flight

performance scores by maneuver, initial and final checkride scores, and

demographic data have been transcribed and keypunched for all aviators

trained thus far. A tally of aviators' responses on feedback forms has

been completed. Tallies of options selected by aviators on the

diagnostic examination and academic unit quizzes have been made. A

simple t-test has been calculated between pretest and posttest scores on

the diagnostic examinations. Descriptive statistics have been calculated

for some demographic items. Selected findings are reported below.

27
Preliminary Findings

The IRR aviators trained thus far vary widely in their characteristics and experiences. The age of the IRR aviators varies from 29 to

47 years; the mean age is 34 years. The flight time logged while on

active duty averages 1,622 hours, but some aviators have logged as few

as 510 flying hours and some have logged more than 5,000 flying hours.

The time that has transpired since the aviators' last regular flying

experience was found to vary from 2 years to 12 years, with a mean of -

six years.

All 24 IRR aviators trained thus far have successfully completed

Phase I training during the 19-day training period. Twelve of the 24

aviators have successfully completed both Phase I and Phase II

training. A comparison of pretest and posttest scores show a large

increase in academic knowledge.

The findings show that approximately 90% of all IP time is spent

on actual flight training. Most of the remaining 10% of an IP's time is

devoted to administrative paper work.

The preliminary findings suggest that the program has significantly reduced the requirements made on IP time and, at the same time,

greatly increased the amount of training accomplished during the 19-day

training period. Using the previous POI, many aviators were unable to

complete all of the Phase I training during the 19-day training period.

In contrast, as was stated above, one-half of the IRR aviators trained

with the new POI have been able to complete both Phase I and Phase II

training during the 19-day training period. It appears from this

evidence that the revised POI should result in substantial savings to

the Army, both in the overall cost of maintaining the reserve aviator

force and in the time required to retrain a reserve force during a major

mobilization.

Y'
Projected Completion Date .

An interim report covering this first training period will be

produced. It is estimated that draft results will be available on or

about 1 March 1983 and that this interim report covering these results,

having undergone formal review by ARI, will be completed on or about

1 June 1983.

Commencing in June 1983, the 48 IRR aviators trained in 1982 at

the ARI Field Unit, Fort Rucker, will return for refresher training.

This training will be conducted using the revised refresher training.

Training procedures and data collection will be similar to those of the

first training period. The training material will again be revised as

described above. Draft results should be available on or about

1 August 1984. A final report covering the results of this project,

having undergone formal review by ARI, will be completed on or about

1 November 1984.

REFERENCES

Allnutt, M. F., & Everhart, C. D. Prototype training program for

Individual Ready Reserve (IRR) UH-1 aviators. Working Paper

FR-FU-80-10, Fort Rucker, Alabama: U.S. Army Research Institute

Field Unit, September 1980.

Department of the Army. Army Aviation Personnel Requirements for

Sustained Operation Study - Final Report, Volume 1. Fort Monroe,

VA: U.S. Army Training and Doctrine Command, November 1979.

Everhart, C. D., & Allnutt, M. F. Training program for Individual

Ready Reserve (IRR) UH-1 aviators. Phase I (revised) and Phase

I. Working Paper FR-FU 81-13, Fort Rucker, AL: U.S. Army

Research Institute Field Unit, September 1981.

29

.. :

S . ' *.'.',. . .
PROGRAM OF INSTRUCTION (POI) FOR RETRAINING

INDIVIDUAL READY RESERVE (IRR) AVIATORS

IN COBRA AIRCRAFT (AH-1)

Mr. Steven L. Millard, Project Director A

BACKGROUND

A recent study of Army aviator assets revealed that there are

approximately 5,500 individuals who, having completed Army rotary

wing qualification training and fulfilling their service obligation, were

released from active duty and chose to not join a National Guard or

active reserve unit.

In 1978, the Department of the Army in concert with the Reserve

Component Personnel Administration Center (RCPAC) initiated the

Individual Ready Reserve (IRR) aviator training program. The IRR

program's goal is to enlist in the program civilians who previously were

qualified Army rotary-wing aviators, provide these individuals with the

training they need to regain and maintain their flying skills, and use

them as assets in active-duty aviation units should a major mobilization

be required. The Army Research Institute (ARI) was subsequently del

tasked to develop, evaluate, and field a Program of Instruction (POI) to

be used to retrain IRR aviators. The initial POI, developed in 1979,

was designed to retrain IRR aviators in the UH-1 aircraft. The initial

. draft of the POI for the UH-1 IRR aviator training program was tested

during 1980-81. In 1981, the original POI was refined and the revised

POI is presently undergoing an evaluation at the Army Aviation Center,

Fort Rucker, Alabama. 3

NEED

Although the evaluation of the IRR aviator POI for the UH-1

aircraft is not yet complete, sufficient data are in hand to justify the

conclusion that IRR aviators can regain their flying skills in the UH-1

The project to refine and evaluate the POI for retraining IRR aviators

in UH-1 aircraft is described elsewhere in this report (pp. 20-29).

30

." .°I.a
aircraft with an acceptably small amount of training in the aircraft. .

Having established that fact, there is a need to expand the program to

retrain IRR aviators in other types of rotary-wing aircraft.

PROJECT OBJECTIVE

The objective of this project is to develop an IRR aviator POI for

the AH-1 (Cobra) aircraft. The POI will be designed to retrain IRR

aviators who were qualified in the AH-1 aircraft while on active duty.

Although it is assumed that ARI will be tasked by RCPAC to test this

POI, an official request to proceed with the test has not yet been

received.

PROJECT STATUS

Work Completed

A draft POI has been completed and forwarded to ARI for review

and comments. A two-phase POI was proposed. Phase I is a comprehensive 12-day curriculum consisting of 54 hours of academic instruction

and 10 hours of flight instruction. The objective of Phase I is to

requalify the reservist in selected visual flight tasks while occupying

the rear seat. Phase II consists of 47 hours of academic training and

16.5 hours of flight instruction administered over a 14-day period. The

objective of Phase II is to requalify reservists in selected visual flight

tasks while occupying the front seat. Following Phase I and Phase II

training, the reservist will be current and qualified in the AH-1G

aircraft in accordance with Army standards for flights under visual

meteorological conditions (VMC).

Projected Completion Date

The draft POI review process should be complete in late November

or early December 1982 and the final POI delivered in January 1983.

°° 31 . . . . .
CH-47 FLIGHT SIMULATOR

TRAINING DEVELOPMENT STUDY

Dr. Robert E. Lockwood, Project Director

BACKGROUND

Although many improvements have been made in the realm of U.S. .-

Army helicopter flight training, the most important part of the student's

instruction is still performed in an aircraft under the direct supervision

of an instructor pilot. This method is extremely costly in terms of time

required on the flightline by both student and instructor and in terms -

of flying hour costs in today's sophisticated aircraft.

The costs became very apparent during the late 1960s when the

Army experienced a rapid expansion of its aviation capability. The

huge increase in the cost of aviation training that accompanied this

period of expansion clearly indicated the need for economical synthetic

flight training systems that could reduce the requirement to use

operational helicopters.

To fulfill this need, the Army approved a Qualitative Materiel

Requirement for development of synthetic flight training systems in July

1967. Concept formulation was initiated by awarding feasibility study

contracts in December 1967. The results of the feasibility studies were

positive, so it was recommended that development be initiated.

Technical characteristics were presented at the Technical Characteristics

In-Process Review in September 1968 and approved in November 1968.

A contract was awarded in June 1973 for the construction of an

operational CH-47 flight simulator (CH47FS) equipped with a cameramodel-board visual system. A preliminary acceptance test was performed at the factory during September 1976 and the final acceptance

test was conducted at Fort Rucker in January 1977. An operational

test of the CH47FS was begun in January 1977 and completed in August

1977 (U.S. Army Aviation Test Board, 1978).

32

r............................,..... ...... ......
The results of the operational test indicated that the CH47FS was

an effective training device in both institutional and unit-training

environments, although improvements were needed: in the day and

night visual displays, in the maneuver demonstration system, and in the

yaw motion cues associated with emergency conditions.

A Cost and Training Effectiveness Analysis (CTEA) of the

prototype CH47FS was conducted by the Directorate of Combat

Developments (DCD), USAAVNC, during the period January 1977 to

February 1980 (DCD, 1980). A review of the CTEA was conducted by

the Analysis Branch, Directorate of Training Developments (DTD),

USAAVNC, during August 1980 (DCD, 1980). Based upon the review

findings, it was concluded that the CH47FS CTEA report did not

provide adequate data to address the following issues:

* What is the cost and training effectiveness of the CH47FS given

significant design changes in the production model CH47FS,

including the addition of a side window, a larger computer, and

an advanced system technology motion system?

o What is the mix of simulator time and aircraft flight time that

will maximize training benefits and minimize training costs?

* How should the Aircrew Training Manuals (ATM) be refined to

reflect this mix?

What should be the basis-of-issue-plan (BOIP) that will

maximize training effectiveness and minimize training costs?

NEED/PROBLEM '.%"

With the introduction of the production model of the CH47FS,

there is a need to reevaluate the cost and training effectiveness of the

simulator. This reevaluation is needed because of the design changes

that occurred after the CTEA (DCD, 1980) was conducted on the

prototype simulator. In addition, the data available from the original

CTEA were not sufficient to address the issue of usage of the CH47FS

in a unit-training context--specifically, unit continuation-training.

4The BOIP is the plan that specifies the number of simulators to be

purchased and the installations to which the simulators are to be sent.

33
Thus, the need exists to reevaluate the cost and training effectiveness

of the production model CH47FS for use in conducting unit continuationtraining. The present research, therefore, is designed to determine

the actual cost and training effectiveness of the CH47FS and to optimize

its use for unit continuation-training.

One of the critical issues associated with any study of the

effectiveness of flight simulators in a continuation-training program is

the measurement of training effectiveness. Classical transfer designs

use varying levels of aircraft time and varying levels of simulator time

to train aviators to proficiency in a particular task or maneuver. The

transfer effectiveness ratio is defined in terms of aircraft time saved by

using the simulator, assuming all subjects are trained to proficiency

(Roscoe, 1980). Within a continuation-training program, the emphasis

is on maintenance of skills rather than on initial skill acquisition.

Thus, training data from an institutional setting, where the simulator is

used for initial skill acquisition, cannot be generalized to a

unit-training context. Because of the lack of generalizability of

institutional training data, it is essential that a study be conducted that

focuses directly on the unit- training situation.

Within a unit-training program, three possible training options

exist:

" train all tasks/maneuvers in the aircraft,

* train some subset of tasks/maneuvers in the simulator and the

remainder in the aircraft, or

* train all tasks/maneuvers in the simulator.

The third option may be possible in theory, but is not a practical

option for unit continuation-training because of the necessary flying

conducted in support of other Army units. The first two options,

therefore, represent the only practical training alternatives. An

implicit assumption underlying the development of advanced flight

simulators is that simulator training can be substituted for some aircraft

training and, thereby, reduce training costs while maintaining proficiency. Thus, the usefulness of the CH47FS in a unit-training

34
situation must be established by demonstrating that there is some mix of

simulator and aircraft training that is more cost effective than aircraft

training alone.

PROJECT OBJECTIVES

The general objectives of this project are to determine the cost

and training effectiveness of the CH47FS (production model) for unit

continuation-training, and to define the mix of simulator training and J

aircraft training that is most cost effective for maintaining the flying

skills of unit aviators. The specific technical objectives of this project

are:

9 Determine the total cost of each training alternative, where the

training alternatives are the aircraft alone or the aircraft and

simulator in varying mixes.

* Establish the relative training effectiveness of each training

alternative.

* Recommend an optimal cost and training effective alternative for

CH-47 aviator unit continuation-training.

e Based upon cost and training effectiveness, develop a valid list I

of ATM tasks for (a) the CH-47C helicopter as the desired

training medium, and (b) the CH47FS as the desired training

medium.

* Determine the adequacy of the present CH47FS BOIP and revise p.

it as necessary.

RESEARCH APPROACH

The research approach developed for this project was designed to

(a) define the ATM tasks that require some amount of continuationtraining, (b) derive an initial estimate of the mix of aircraft and

simulator time that will maximize training effectiveness while minimizing

cost, and (c) use sequential analyses to monitor unit-training

procedures and refine the initial estimate of the optimal mix of aircraft

and simulator time. The proposed research will be conducted in three

phases. Each phase is described below.

35
rq4

Phase 1: Training Survey

A training survey will be undertaken to determine the amount of

aircraft and simulator training currently being received by operational

CH-47 pilots. The survey will examine both training time and the

number of practice iterations for both training flights and missionsupport flights. The data from the survey will be used to define the

initial mixes of aircraft and simulator training that will be investigated

in the transfer-of-training study.

Phase 2: Transfer-of-Training Study

The transfer-of-training study is designed to determine the ATM

tasks that require training and to derive, for each ATM task requiring

training, an initial estimate of the training that is most cost effective.

During the transfer-of-training study, the amount of aircraft training

and simulator training will be controlled for each participating aviator.

As stated above, decisions about the specific mixes of aircraft and

simulator training to be investigated will be based on the data obtained

during the survey of operational units.

A basic assumption underlying the transfer-of-training study is

that certain flight skills deteriorate in the absence of practice. Given

this assumption, it is then necessary to specify the skills that

deteriorate and to determine the most effective method of maintaining

those flight skills in operational units. Consequently, the proposed

experimental design for the transfer-of-training study requires that

four groups of aviators engage in the flight activity specified below:

$ One group will continue to fly their normal aircraft missions

during the period of the study, but will be required to refrain

from any practice in the CH47FS.

" A second group will be restricted from all flight activity for six

months.

' A third group will receive all their training in the CH47FS. V.

, A fourth group will be required to practice ATM tasks in both

the aircraft and the simulator in accordance with a rigidly

controlled practice schedule.

36

4-
The training alternative that will maximize training effectiveness

while minimizing training costs will be determined by assessing changes

in proficiency for all participating aviators at the end of the six-month

study period. By investigating varying mixes of aircraft and simulator

time, it will be possible to specify, for each task/maneuver, the mix

that produces optimal training effectiveness. Once these mixes are

established, cost data for the simulator and the aircraft can be used to

estimate the total cost for each training alternative.

Phase 3: Sequential Analysis

The transfer-of-training study will provide the data needed to (a)

identify the ATM tasks that can and should be trained using some mix

of aircraft and simulator training, and (b) derive an initial estimate of

the mix of aircraft and simulator training that is most cost effective for

maintaining an acceptable level of proficiency on each ATM task.

Further study may be required for two reasons. First, since the

optimal training-mix curves will be based on a relatively small sample of

aviators, the initial estimate of the optimal training mix derived from

the transfer-study data may be imprecise and, therefore, may result in

some amount of undertraining or overtraining of aviators. Second,

because all the data in the transfer study are based on a six-month

study period, additional research may be required to determine whether

the optimal mix data are valid for longer periods. It is altogether

possible that a training mix that maintains proficiency for periods as

long as six months may result in proficiency deterioration if continued

for periods of 12 months, 18 months, or longer. It is for these reasons

that the sequential analysis is considered essential.

The objectives of the sequential analysis are to monitor the unit

continuation-training program and to modify the mixes of aircraft and

* simulator time, should the initial training mixes fail to result in optimal

training effectiveness. The data required to conduct the sequential

analysis will be collected from operational pilots in six-month increments

after the completion of the transfer study. These data include:

37

...... ..... ...... ..... ..... ............................................. .. . ......... . . " .... .. .. .."..,,-;;V
.+..

" number of iterations for each ATM task completed during 2

mission flights,

" number of iterations for each ATM task completed during

CH47FS training, and

" data on task performance from checkrides given at the end of

the six-month period.

When the data indicate that the training mixes of aircraft and simulator

time fail to result in optimal training effectiveness, the data gathered to

that point in the study will be used to adjust (refit) the training mix

curves, and data collection will continue for another six-month period

(Wald, 1947).

In order to collect data consistent with the requirements specified

in the transfer study, each CH-47 aviator will be requested to restrict

aircraft flight time to mission-essential flying. Any additional training

will be conducted in the CH47FS, except for those tasks that cannot be

practiced in a simulator. The additional training will be specified by

the initial function generated during the transfer study for each task.

Performance data from the aviators' checkrides will be used to determine

if the mix of aircraft and simulator training is optimal. The sequential

analysis will continue until there is a statistically sound basis for .

concluding that the training mix for each task is optimal.

PROJECT STATUS

Work Completed

A draft Training Development Study (TDS) plan has been

developed and submitted to ARI for review. Once ARI personnel have

completed their review, the plan will be forwarded to DTD. The final

decision concerning implementation of the TDS will be made by DTD

personnel.

Projected Completion Date

It is anticipated that the final study plan will be available in

November 1982. The decision whether Anacapa Sciences will conduct

38

. . . S . '
the study will be made by DTD and ARI. In the event that Anacapa

Sciences is to conduct the study, the project start date will be in early

1983.

REFERENCES

Roscoe, S. N. Aviation psychology. Ames, IA: The Iowa State

University Press, 1980.

U.S. Army Aviation Test Board. Independent Evaluation Report (IER)

for OT 1I of CH-47 flight simulator (CH47FS). Fort Rucker, AL:

USAATB, March 1978.

U.S. Army Aviation Center, Directorate of Combat Developments. Cost

and Training Effectiveness A.,ialysis (CTEA) of the CH-47 ffirFt

simulator (CH47FS) (ACN 238793). Fort Rucker, AL: USAAVNC,

February 1980.

U.S. Army Aviation Center, Directorate of Training Developments.

Review of the CH-47 flight simulator (CH47FS) Cost and Training

Effectiveness Analysis (CTEA). Fort Rucker, AL: USAAVNC,

September 1980.

Wald, A. Sequential analysis. New York: Wiley & Sons, 1947.

.

39

-J7--
SCOUT HELICOPTER TEAM MISSION SIMULATOR:

A NEEDS AND FEASIBILITY STUDY

Dr. Jack B. Keenan, Project Director

BACKGROUND

This project was initiated by the Directorate of Training

Developments (DTD), U.S. Army Aviation Center (USAAVNC) for the

purpose of defining the extent of need for a scout team5 mission

training device and to assess the feasibility of developing such a

device.

The three major factors that prompted DTD to initiate this

research are (a) the importance and complexity of the scout helicopter

missions, (b) the criticality to mission success of team coordination, and

(c) the difficulties associated with the conduct of realistic, team

training (DTD Fund Cite, 1981). Each of these factors are described

in the following paragraphs.

Scout helicopter crews are organic to three combat units: attack

helicopter companies, air cavalry troops, and division artillery

(DIVARTY) flight support sections. The basic mission of the attack

helicopter company (AHC) is to destroy armored vehicles. Scout heli-

'pters support this mission by establishing and maintaining communicaion with the ground commander and with the crews of the attack

aircraft to ensure proper integration of fires within the larger scheme

of battle. The attack team leader, operating from a scout helicopter,

manages the aviation assets during the mission. The remaining scout

helicopters acquire targets and other combat information for the attack

helicopters and reconnoiter avenues of approach to the engagement area

and the firing positions. During the actual engagement, the scout

teams (a) locate and maintain contact with the enemy, (b) designate

5 The term "team" is used to refer to any interaction between the crew

members of two or more aircraft, or between members of an aircrew

and the crew of a ground-based unit. The term "crew" is used to

refer to interaction between the crew members of the same aircraft.

40
targets for attack helicopters, and sometimes for close air support

(CAS) aircraft, and field artillery batteries as well, and (c) provide

local security for the attack helicopters by searching for enemy activity

in the immediate vicinity.

The basic mission of the air cavalry troop is to perform reconnaissance and provide security for ground forces. The air cavalry

scout helicopter's primary function is to provide combat information to

the supported unit commander. A scout helicopter is normally deployed

as a member of a team, with other scouts or with attack helicopters,

depending upon the nature of the enemy situation. The attack

helicopters of the air cavalry unit provide overwatch protection for the

scout. With such protection, the scout helicopters of the air cavalry

unit can make first contact with the threat, forcing the enemy to reveal

their position and strength and to commit resources for battle before

they are fully prepared. When augmented with both attack helicopters

and artillery support, the scouts provide a credible anti-armor

capability and are capable, when necessary, of defeating a sizable tank

force.

Scout helicopters provide an aerial platform that greatly augments

the mission of the division artillery (DIVARTY) flight support section.

Each division has ten scout helicopters that provide the Field Artillery

Aerial Observers (FAAO) of DIVARTY with the capability of rapid

maneuver to critical areas on the battlefield for observation and

adjustment of artillery fire.

The variety of scout aircraft, scout personnel, and scout missions

in these three combat units largely determines the scope of this

investigation. Consequently, the scope of the research encompasses the

missions performed by a scout helicopter crew alone as well as missions

performed by teams composed of: a scout helicopter crew (OH-58 or

AHIP) and one or more attack helicopter crews (AH-1 or AH-64), a

scout helicopter crew and division artillery (DIVARTY) personnel, a

scout helicopter crew and either a forward air controller (FAC) or a

close air support (CAS) aircraft crew. The extended teams of interest

41

e2:.
5 4n'.

are listed below along with the abbreviations that will be used hereafter

to refer to them:

" OH-58/AH-1 - The crew of an OH-58 scout aircraft and LX

the crew of one or more AH-1 attack

aircraft.

* OH-58/AH-64 - The crew of an OH-58 scout aircraft and

the crew of one or more AH-64 attack

aircraft.

" OH-58/DIVARTY - The crew of an OH-58 scout aircraft and

DIVARTY personnel.

" OH-58/CAS - The crew of an OH-58 scout aircraft and a

FAC or the crew of one or more CAS

aircraft.

" AHIP/AH-1 - The crew of an AHIP scout aircraft and the

crew of one or more AH-1 attack aircraft.

" AHIP/AH-64 - The crew of an AHIP scout aircraft and the

crew of one or more AH-64 attack aircraft.

e AHIP/DIVARTY -The crew of an AHIP scout aircraft and

DIVARTY personnel.

" AHIP/CAS - The crew of an AHIP scout aircraft and a

FAC or the crew of one or more CAS

aircraft.

Analyses of the air cavalry, aerial observer (artillery), and

attack helicopter missions reveal that these helicopter crews are not

capable of performing the full range of their combat mission tasks

independently. Scout helicopter crews serve as the eyes and ears for

ground commanders, artillery units, and attack helicopter crews. In

this capacity, the scout crew is required to process large amounts of

information quickly and accurately and to interact smoothly and

efficiently with other battlefield elements. Mission success, in most

instances, is directly contingent upon such spatially and temporally

coordinated action.

The modern battlefield on which these crews must be capable of

fighting is characterized by highly sophisticated weapons systems and a

numerically superior threat force. In response to this situation, the

new AH-64 attack helicopter and the Army Helicopter Improvement

Program (AHIP) scout helicopter were developed. The advanced

42

~ ~ . . -- 5 5,5 

• . . . S| "S ° 
technologies incorporated into the mission equipment of these aircraft

can be expected to increase rather than decrease the requirements for

team interaction. For example, the AHIP scout helicopter has a laser

range finder/designation system that will designate targets for the

laser-guided HELLFIRE missile fired from the AH-64 and for laserguided artillery munitions. The target designation capability of the

AHIP scout helicopter imposes a new and critically important requirement for team coordination by the AHIP scout crew.

As the importance of team coordination increases, the difficulty of

conducting realistic team training also increases. Realistic team training

under the multiple task loadings of the battlefield is not easily

achieved. Training resources required to support such an effort are

extensive. The necessary resources include ammunition (missiles and

"smart" artillery rounds), fuel, ranges large enough for the conduct of

realistic navigation exercises, ranges that are safe for ordnance and

laser firing, realistic threat vehicles and aircraft, as well as friendly

combat and combat support elements. Another complicating factor is

that the AHIP scout is a two-seat aircraft that cannot support

Instructor Pilot (IP) training and evaluation of both crew members

during the same flight. The requirement to assess the need for and

feasibility of developing a scout team mission training device that will '

simulate battlefield conditions and team coordination exists, in large

part, because of such constraints on live training exercises.

PROJECT OBJECTIVES

The specific technical objectives of this project, as stated in the

DTD Fund Cite, (1981) are listed below.

a. Identify all scout-attack or scout-field artillery mission tasks

and skills for which team training is required to achieve or

maintain proficient performance.

b. Determine the advantages and feasibility of training team

tasks identified under objective a using actual equipment as

compared with a simulation device.

43
c. Determine the simulation device capabilities which are

necessary to achieve proficiency in performance of individual

and coordinated team mission tasks.

d. Determine the feasibility (costs and benefits) of adopting a

device with the capabilities identified under objective c.

RESEARCH APPROACH

A two-phase approach has been developed to accomplish the

project objectives. The Phase I tasks are aimed at compiling a

comprehensive inventory of the team tasks that must be performed by

each of the crews under investigation and, for each team task listed,

determining the extent to which an team training device is needed to

train the task effectively. The tasks to be performed during the

second phase are aimed at defining the costs and benefits of one or

more candidate systems and, thereby, assessing the feasibility of

developing a cost-effective team training device.

The following tasks will be performed in compiling an inventory of

team tasks for each of the eight teams defined above:

" Define the basic missions of each team.

" Subdivide each mission into mission segments. ,-

" Identify the mission segments in which some team coordination is

required and prepare a detailed description of each team

function.

* Develop a detailed description of the tasks that must be

performed by each team member in order to accomplish the

function.

The resulting inventory of team tasks will be the subject of a

training requirements analysis. The purpose of this analysis is to

answer the following sequence of questions about each team task: Is

the task presently being training effectively? If not, can the task be

trained effectively with conventional ground-based training techniques

If no, can the task be trained effectively in the aircraft? Tasks

receiving a negative answer on all three questions are candidates for

training in a team training device. The completion of this task

necessitates the collection of detailed information on the training '

44

A".7-- -
currently conducted at both training institutions and in operational field

units. The data gathered on the training of OH-58 and AH-1 aviators

will be used as a base from which to extrapolate, when necessary, and

predict training for the new AHIP scout and AH-64 aircraft.

The information gathered at this point in the project will be

presented to a panel of experts in both training technology and in the

operating characteristics, mission equipment, and battlefield tactics of

the aircraft identified earlier. The panel's job is to identify the tasks

that can and should be trained in a training device rather than in an

aircraft or classroom. I

Phase II will be initiated only if the results show that there are a

significant number of important team tasks that can be trained effectively only in an team training device.

The first task in Phase II is to consider all the tasks that can be -3.

trained effectively in a device and to develop a comprehensive list of

training objectives. The general equipment characteristics necessary to

achieve those training objectives will then be specified.

One or more design concepts for a team training device will be

developed and specific equipment characteristics for each design concept

will be defined. Cost data for each design concept will be developed.

The benefits in potential dollar savings to be realized by using a

training device to replace operational equipment will be specified.

Finally, recommendations concerning the development of a design

concept will be made.

PROJECT STATUS

Work Completed

A draft of the research plan has been developed and submitted

for review to ARI. The generic missions of each extended team have

been identified and detailed function descriptions have been developed

for each of the different mission segments. The compilation of training

data and the conduct of the detailed task analysis have been initiated.

45

• ° **1* • .3... ° . ° -° . . ,° . , , ° . - -. . . . . -° °. %- .- . ,°

"-J. "-. " "-. .-" "- "- " e2." - "- " "--".'"e -" ' '"," "- ," % . ."-".. . . . ...."."",".. .".. . . . " .-.. " "\ . . . . .".. . . . . . . . . ." ' "%
Projected Completion Date

As proposed, a decision briefing to a panel of subject matter

experts is scheduled for June 1983. Given a decision to continue with

Phase II of the project, the anticipated completion date of the final

report is September 1984.

REFERENCES

Directorate of Training Developments. Fund cite for scout helicopter

team mission simulator feasibility study. Fort Rueker, AL: DTD, 9

June 1981.

I-;

46

o "1

I. :

I. o'

- . - --:
J:.y

PREREQUISITES AND SELECTION CRITERIA FOR

AH-64 ADVANCED ATTACK HELICOPTER CREW MEMBERS

Mr. Theodore B. Aldrich, Project Director

BACKGROUND "

Army aviators selected to fly the AH-64 attack helicopter will

encounter a greater workload and a greater division of labor between

the pilot and copilot/gunner (CPG) than they have encountered in any

previous Army helicopter.

The copilot/gunner position features a target acquisition and

detection system (TADS) composed of high technology components that

include forward looking infrared (FLIR), a video day television viewing

system, and direct view optics. A laser range finder and an airborne

laser tracking and target cueing system will aid the CPG in reducing

target acquisition time and in accomplishing the target acquisition

functions under adverse flight conditions. The TADS interfaces with a

fire control system that enables the CPG to fire the Army's new

Helicopter Fire and Forget missile (HELLFIRE) in several different

modes. The AH-64 aircraft is equipped with a doppler navigation

system that interfaces with the TADS and fire control computer. The r .

operation of the doppler navigation system requires the CPG to perform

a host of new and complex tasks. Finally, redundant controls are

provided in the front crew station to enable the CPG to fly the aircraft

when the mission or situation warrants (Hughes Helicopters, 1979).

The most striking example of the new technology in the pilot's

crew station is the Pilot's Night Vision System (PNVS). The PNVS

provides the visual information the pilot needs to fly the aircraft during

darkness and under other adverse visibility conditions. The Integrated

Helmet and Display Sight System (IHADSS) presents information to the

pilot on a one-inch diameter, helmet mounted cathode ray tube. This .

display, generated in part by the FLIR sensor mounted in the nose of

the aircraft, provides flight instrument symbology superimposed on a

thermal "real world" contact display. The flight instrument symbols

47
provide information about heading, altitude, airspeed, engine power

management, attitude, and trim. The FLIR image on the IHADSS allows

the pilot to stay "outside the cockpit" while flying under conditions of

restricted or limited visibility. The AH-64 pilot has an exacting and

demanding job flying NOE in poor visibility conditions because the PNVS A

field-of-view is limited to 40 degrees. In addition to controlling the

aircraft, the pilot must perform air-navigation tasks, weapon control

and firing, emergency procedures, and must remain cognizant of the

functions being performed by the CPG and the other combatants within

the battle area (Hughes Helicopters, 1979).

Two tentative decisions have been made about the selection and

training of AH-64 crew members. First, it has been decided that,

initially, AH-64 trainees will be selected from the population of Army

aviators who have demonstrated a high level of proficiency in the AH-1 '-

(Hipp, 1978). The assumption underlying this decision is that highly

proficient AH-1 aviators are likely to possess the abilities required to

perform effectively in the AH-64. Second, the Army's current plans ,1.

are to train all AH-64 aviators to perform both the pilot and the CPG

functions (Browne, 1981). This decision is based on (a) a desire for

maximum operational flexibility, and (b) individuals who possess the

abilities to perform effectively in one crew position will also be able to

perform effectively in the other crew position.

NEED

The AH-64 subsystems are so different and so much more complex

than the subsystems in other Army helicopters that there is a strong

reason to suspect that effective performance in the AH-64 may require

that AH-64 crew members possess abilities above and beyond those

required to perform effectively in other Army helicopters. Hence,

there is a need to determine whether AH-64 crew members must possess

unique abilities and, if so, to develop tests that can be used to select

individuals who possess the requisite abilities (Human Resource Need,

undated).

48

~~~~~ '2 . .. .* .. .. .. 
There is also reason to question the assumptions that there is a

high degree of commonality in the abilities required for effective

performance in the two AH-64 crew positions. Because of the differences in the tasks performed in the two crew positions and because of -. ,r

the differences in the subsystems used to perform these tasks, it is

altogether possible that effective performance in the two crew positions

may require different sets of abilities that are rarely found in the same

individual. As a consequence, there is a need to determine whether or

not the abilities required to perform effectively in the pilot position

differ in type or extent from the abilities required to perform effectively in the CPG position. If it is found that different abilities are

required, a need will exist to develop tests for selecting individuals

with the requisite sets of abilities.

PROJECT OBJECTIVES

As suggested by the title, the general objective of this project is

to define prerequisites and selection criteria for AH-64 crew members.

The specific technical objectives are as follows:

e Identify for each crew position the critical crew functions

required to perform the attack helicopter mission.

9 Determine the critical crew functions, if any, that are unique to

the AH-64.

• Develop for each crew position the predictors of the abilities

required to perform the critical functions.

e Validate these predictors against performance measures in the

AH-64 crew training program.

e Cross-validate the predictors against performance measures in

the AH-64 crew training program.

RESEARCH APPROACH

The approach to be followed in this project differs from the

traditional approach to aviator selection test development. Instead of a

detailed analysis of the aviator tasks, the project will take advantage of

a number of task analyses that already have been performed for the

AH-64 (Applied Sciences Associates, 1981; Singer Company, 1977;

49

.. . . .-- V- - - - ,... .
Applied Psychological Services, 1982). The test development will not

deal with the entire inventory of AH-64 crew functions under the

assumption that a large proportion of the AH-64 crew functions are the

same as crew functions in the AH-1 aircraft. It is further assumed

that the same fundamental abilities underlie the functions that are

common to both aircraft. If the assumptions are valid, there is no need

to develop test instruments to assess common abilities. Since all candidates for AH-64 qualification training are successful AH-1 aviators, it is

presumed that all candidates possess an acceptable level of the common

abilities. Selection measures developed in this project will be based on

crew functions and the underlying abilities that are unique to the

AH-64 aircraft.

A job sample test development approach has been selected to

complement a separate project presently under way to develop test

instruments to select students for the attack (AH-1) training track.

That test development effort is based on AH-1 crew functions, so the

resulting test instruments will assess the abilities underlying AH-1 crew

functions (Myers, Jennings, & Fleishman, 1982). If the Army decides

at some future time to select AH-64 aviators from the general population

of flying students, it will be possible to base the selection decision on a

combination of tests: (a) the fundamental abilities tests developed to

select trainees for the attack helicopter training track and (b) the job

sample tests developed during this project to assess the job-specific

abilities that AH-64 aviators must possess above and beyond the

abilities required to pilot the AH-1 aircraft.

Job sample tests were deemed more appropriate for selecting

AH-64 crew members from among operational aviators who already have

demonstrated that they possess the requisite abilities for flying.

Moreover, the high technology hardware associated with the unique

AH-64 crew functions provide an identifiable source of job sample test

content.

50
,V

PROJECT STATUS .v..

Work Completed

Project personnel have become thoroughly familiar with the AH-64

attack mission and have completed a comprehensive review of the

research literature on aviator selection. Task lists and task analyses

conducted during the design and production of the AH-64 system have

been collected and used to compile a composite list of AH-64 crew

functions. The list includes 252 crew functions categorized as follows:

AH-64 Similar

Unique to AH-1 Total

Pilot 63 106 169

Copilot/Gunner 64 19 83

Total 127 125 259

Each function has been listed on a separate worksheet along with the

following information:

" mission phase,

" mission segment, * source of information about crew function,

* associated equipment and/or subsystem, and

e explanatory comments.

For many of the crew functions, the information source contained

detailed task descriptions in the same text where the function was

located. The more detailed tasks have been listed on the worksheets

for future reference in developing job sample tests.

The composite list of AH-64 crew functions has been formatted

into a survey instrument that will be completed by AH-64 subject matter

experts (SMEs). The SMEs will rate each of the 252 crew functions on

four dimensions: difficulty to learn, probability of deficient performance, frequency of performance, and likelihood that deficient

performance will have serious consequences. A tentative strategy has

been devised for combining the results of the four ratings into an

overall criticality rating. The overall criticality ratings of the various

51
unique AH-64 crew functions will be used to prioritize job sample test

development activities.

Projected Completion Date

AH-64 Aircrew Qualification Training will start at Fort Rucker on

1 January 1985. Identification of the critical crew functions and

development of the predictor test battery will be completed before the

first students arrive for training. The predictor test battery will be

administered to all attendees. The estimated completion date for the r-"

development and cross-validation of the predictor equations is 31

December 1985. The actual date of completion may vary depending '

upon the number of tests included in the battery and the number of

REFERENCES

AH-64 AAH Concept Formulation Study. Report No. LR 859, The Singer

Company, Link Division, Binghamton, New York. September 1977.

AH-64 Final Trade-Off Analysis Report. Fort Bliss, TX: Applied

Sciences Associates, Inc. June 1981.

Browne, E. M. An interview with the AAH PM, the advanced attack

helicopter. U.S. Army Aviation Digest, May 1981, 5-8.

Hipp, J. H. Personnel initiation. U.S. Army Aviation Digest,

September 1978, 18-19.

Hughes Helicopters. Proposed Specification Change Notice (PSCN) No.

50. Volume 1 - YAH-64 (pilot/CPG training plan (Hughes Technical

Report No. 50). April 1979.

Human Resource Need. Prerequisites and selection criteria for

assignment to the AH-64 advanced attack aircraft (HRN RCS

CSGPA-1337). Fort Rucker, AL: U.S. Army Aviation Center,

undated.

Myers, D. C., Jennings, M. C., & Fleishman, E. A. Validation of

cognitive and perceptual tests for assigning pilots to different

missions. Washington, D.C.: Advanced Research Resources. May 1982.

5-.°

52 -
M X WW

A METHODOLOGY FOR DEVELOPING A FLIGHT GRADING SYSTEM

Mr. Theodore B. Aldrich, Project Director

BACKGROUND

A group of instructor pilots (IPs) responsible for training in the

Combat Skills course of the U.S. Army's Initial Entry Rotary Wing

(IERW) training program recently expressed their dissatisfaction with

the 

Research 

gradeslip 

Institute 

presently 

provide 

being 

support 

used 

in 

and 

developing 

requested 

and 

that 

evaluating 

the Army 

an

U

improved gradeslip (Shipley, 1981). Preliminary investigation indicated

that the gradeslip was only one part of a more general problem. As a

result, project personnel recommended that the scope of the project be

expanded to encompass all aspects of the Combat Skills grading system.

The project description presented below reflects the intention to

investigate the full range of problems associated with the Combat Skills

grading system.

NEEDIPROBLEM

Many of the traditional problems associated with flight grading

systems are manifest in the U.S. Army's flying training program. Daily

flying lessons and periodic check flights within the IERW training

programs are graded using a four-increment scale (A, B, C, or U).

The standards for the four increments are stated in descriptive terms

and allow for a range of individual instructor pilot judgments. The

regulation prescribing the grading procedures calls for criterion- Emm

referenced grading, and yet the same regulation (U. S. Army Aviation 1'-'Z.

Center, 1970) directs IPs to adjust grading standards to correspond to

the student's phase of training.

The gradeslip contains a list of maneuvers that are to be graded,

but the rationale for including the maneuvers on the gradeslip is

obscure. The tasks listed on the gradeslip do not correspond exactly

with either the tasks contained in the training syllabus or the tasks

listed in the Aircrew Training Manual. Apparently, this lack of

53 E
,%

correspondence is the result of training managers' failure to modify the S.

gradeslip in step with changes to the training syllabus. This failure

raises questions about training managers' requirements for grade

information. Management information requirements for grades need to

be identified and specified during the design of the grading system.

There are a number of human factors design deficiencies in the

gradeslip: grouping of items is not functional, and the large number of

graded items are crowded onto a small form by reducing the type size

below established legibility standards.

The Combat Skills IPs receive limited and ineffective training on

performance evaluation and grading. New instructors develop their

individualized set of evaluation criteria based upon informal discussions

with more experienced instructor pilots and upon their own experience

from flight school and operational flying assignments.

PROJECT OBJECTIVES

This project has two broad objectives. The first objective is to

develop and implement an improved grading system for the Combat

Skills course. The second objective is to test a methodology for

developing improved flight grading systems. A key attribute of this

methodology is that experienced IPs play an important and continuous

role in all aspects of the design process.

A set of secondary objectives, aimed at eliminating specific

deficiencies in the present grading system, will be addressed during

the development of the improved grading system. Grading criteria and

standards will be defined and stated precisely. A gradeslip that

satisfies management information requirements and complies with human

factors standards will be designed. The gradeslip will feature a

grading scale that contributes to interrater reliability and allows the IP

to accurately record the grades in accordance with the established

standards. A training program that instructs IPs and check pilots on

how to grade flight performance accurately and consistently will be

developed.

54

... ,1
RESEARCH APPROACH

The approach to be followed in this project is described below in

three phases: design and pretest, test and evaluation, and

implementation.

Design and Pretest &

Design of the grading system will be accomplished through a

series of consensual decision-making design meetings involving eight

Combat Skills IPs and four IPs assigned to key training directorates at

the Aviation Center. Design features will be decided by IPs during

consensual decision-making design meetings. Design decisions will be

made about such features as the scale, the items to be graded, the .'

system for calculating an overall grade, the frequency of grading, and

the format for the gradeslip. Project personnel will accomplish the

following tasks prior to the first design meeting:

* Conduct an audit of the training management information system

for the purpose of documenting the requirements for flight

grades.

* Perform a content analysis of the combat skills maneuvers.

* Develop human factors specifications to be used as design

constraints for the design of the gradeslip.

e Develop grading system design guidelines.

The results from these tasks will be provided to the IPs as guidelines

and factors to be considered in their design decisions.

The IPs who design the grading system will pretest the system by

participating in flight tests in an instrumented helicopter. Results of

the flight tests will be reported at subsequent design meetings and

used to refine the grading system design. The flight tests also will be

used to refine procedures to be used in the test and evaluation phase.

A program to train IPs on the new grading procedures and

materials will be developed as the prototype grading system design

nears completion. Video tapes recorded during the flight tests will

serve as visual aids in the program.

55
Test and Evaluation

The test and evaluation phase will feature operational use of the

prototype grading system during simultaneous inflight grading of

students by two IPs. Prior to the inflight grading, participating IPs

will be introduced to the prototype grading system through the training

program developed earlier. The inflight grading will be performed

initially in the Methods of Instruction (MOI) course used to train rated

aviators to be Combat Skills IPs and subsequently in the Combat Skills

course of instruction with actual students. After each flight, the two

IPs will be asked to resolve their differences in grading through

discussion of the student's performance on the graded items. Video

tape recordings of the inflight maneuvers will be provided to assist the

IPs in resolving their differences.

Additional pairs of IPs will be asked to grade the recorded

maneuvers based only on the information they can derive from viewing

the video tapes. Differences in grades (resulting from the video

grading) will be resolved through consensual decision-making.

A fundamental assumption underlying this project is that the C"

discussions IPs engage in to resolve differences in assigned grades will

reveal valuable information about performance criteria and standards.

Consequently, project personnel will be present at all discussions that

IPs engage in to resolve grading differences, and will record

information bearing on (a) the set of flight parameters that IPs consider

in evaluating performance on a given maneuver, and (b) the

relationship between assigned grades and the amount by which a flight

parameter deviates from its command or "nominal" value. In short, all

information will be recorded that may prove useful in defining

performance criteria and standards.

The data compiled during this phase of the project will be

analyzed and the results used to define tentative performance criteria

and standards for each combat skills maneuver to be graded. In

addition, the data on initial assigned grades will be used to measure the

level of Interrater reliability that exists prior to the introduction of the

new grading system.

56 4 .,
A series of design review meetings will be held to review the

composite findings to this point in the project and to make final

decisions about all aspects of the grading system. This series of

meetings will be attended by a group of IPs selected from among those

who participated in either the inflight grading or the video tape

grading. The products that are expected to result from the design

review meetings include:

" a listing of the individuals/agencies who use information on

flight grades and the purposes for which they use the

information,

" a listing of the flight maneuvers that are to be graded by ..

Combat Skills IPs,

" a definition of the performance criteria and standards for each -

maneuver to be graded,

" a description of all grading procedures and materials,

" a description of the flow of information on grades throughout

the training management system, and

" a complete training program design for use in training Combat

Skills IPs to use the recommended grading procedures and

materials.

.m ~.

Implementation

The third phase of the project consists of implementing the new

grading system throughout the Combat Skills course. The training

program on grading and performance evaluation will be administered to X.

all Combat Skills IPs. Thereafter, the training program will be taught

regularly as a part of the MOI course so that new IPs will be instructed

properly on the subject of grading and performance evaluation.

A final report that describes all of the project activities and

results will be written. The report will contain conclusions about the

applicability of the project's methodology to other flight grading

programs.

57
PROJECT STATUS

Work Completed

Considerable planning has been completed for this project. An

issues paper has been written that reviews the relevant performance

measurement literature and discusses the problems encountered when

developing a new grading system within an operational environment.

An analysis of the deficiencies in the existing grading system has been

completed and a set of design criteria for the new system has been

developed. Included in the design criteria are the major human factors

considerations that will constrain and guide the grading system design.

An outline plan for conducting the project has been prepared in.'

the form of a task flow diagram. Resources required for the duration

of the project have been spelled out in fine detail. Manpower and

logistic resources have been estimated for each step of the project on a

weekly timeline.

One of the primary resource requirements is an instrumented

UH-1 helicopter and an instrumentation package to support the inflight

tests. An available helicopter and an instrumentation package adaptable

for the project have been located, and preliminary commitments of

support have been obtained.

IP manpower is another key resource required for this project.

A briefing on the research plan has been presented to a group of

Combat Skills IPs; the plan received their tentative endorsement. A

subsequent briefing was presented to the Lowe Training Division

Commander who is responsible for the Combat Skills course. He stated

that he could not commit the required IPs to the project because

present IP resources constitute only 75% of the authorized manning

level. He suggested that project personnel further investigate the

utility of the instrumented helicopter and informally discuss the grading

system problems with IPs on an as-available basis until IP strength is

increased to 90% of the authorized level in the Spring of 1983.

58
'

Projected Completion Date

The project plan presents an 88-week schedule from start to

completion. The first phase, Design and Pretest, will require 35 weeks

for completion. The second phase, Test and Evaluation, requires an

additional 35 weeks. The results from each of these phases will be

described in interim reports. Under the assumption that commitments of

the required support and approval to proceed will be obtained by 1

March 1983, the interim reports will be produced in December 1983 and

September 1984, respectively. The final 18 weeks of the schedule will

be required for the implementation phase. Thus, project completion and

the production of a final report is scheduled for January 1985.

REFERENCES

Shipley, B. D. Memorandum for record. Subject: Request for

Assistance to Develop New Grading System for Combat Skills. Army

Research Institute Field Unit, Fort Rucker, AL, dated 20 January

1981.

U.S. Army Aviation Center. The uniform flight grading, system

(Regulation 350-16). Fort Rucker, AL: USAAVNC, 16 December"

1970.

.54.

b .

4 'o59 4

• m nn am ,,t .,mm mm lag n ua i l ni -.fia*%i*.* -i imd ~il ,.. i . . .~ . .
FIELD VALIDATION OF THE LIGHT ATTENUATION FILTERS (LAF)

Dr. Kathleen A. O'Donnell, Project Director

BACKGROUND

Terrain flying is a defensive tactic employed by pilots in a highthreat situation. The aircraft is flown at or belew treetop level so that

terrain, vegetation, and man-made objects can be used as masking and

camouflage. The enemy's ability to detect the aircraft visually,

optically, or electronically is greatly reduced under these conditions.

When terrain flying is employed at night, it is an even more effective

tool for enhancing survivability because of the increase in masking

contributed by darkness. Flying at night without the use of external

lights and with minimal internal lighting is called Night Hawk (NH)

flight. It is clear that flight at such low luminance levels places special

demands on the pilot's visual, attention, and reaction capabilities.

These unique aspects of Night Hawk flight, combined with the unique

demands of terrain flight, create a need for improved methods of

training and maintaining Night Hawk terrain flight skills.

Four factors complicate operational unit training in NH terrain

flight, however. First, there are safety considerations; NH terrain

flight is one of the most hazardous modes of flight. Second, there is a

shortage of instructor pilots (IPs) capable of training aviators to

perform emergency maneuvers at night. Third, the conduct of NH

training requires an alteration of typical duty schedules. Finally,

perhaps the most important factor is the existence of local, civil

restrictions on night terrain flying. For example, flight after 10:00 PM

local time is not permitted on the island of Oahu, where the 25th

Infantry Division is located, nor is night flying permitted in the Federal

Republic of Germany, where combat readiness is critical.

The best and perhaps the only solution to the full range of

problems associated with training terrain flying during darkness is a

capability for training night operations during daylight hours. A

device developed for use in training night operations during daylight

60 . ,° 1'
(TNOD) has recently been tested by the Army (Farrell, 1975; Bleda &

Farrell, 1979; Peters, Bleda, & Fineberg, 1979; Bauer & Bleda, 1979;

Bleda, 1979; Ciley & Allnutt, 1979; Ruffner, Ciley, & Wick, 1981).

This device, the Light Attenuation Filter (LAF), consists of a two-piece

"sandwich" configuration of molded polycarbonate, neutral density

filters mounted in modified Army Sun, Wind, and Dust Goggle frames.

Light reaching the eye through the LAF is reduced by a factor of

1,000,000. Therefore, the daylight image perceived through the LAF

closely resembles a night visual scene. A bright, sunny day will

appear to the aviator as a fairly bright, three-quarter moon night; a

dark, overcast day will appear as a dark, moonless night.

Initial field tests of the LAF were conducted with UH-1 rotary

wing tasks at Fort Rucker, Alabama. The aviation tests included flight

and navigation tasks at both terrain flight and higher altitudes. Pilot

performance on flying tasks with the LAF was found to be approximately the same as performance previously observed at night. Of

particular interest is the finding that pilots flying with the LAF showed

a pronounced tendency to drift to one side or to the rear during initial

attempts at landing the aircraft and holding a stationary hover; these

are the same tendencies that pilots exhibit under night conditions. To

assess further the training potential of LAFs, a comparison was made of

the flight task performance of two groups of aviators that were matched

on total flying hours. One group trained during night conditions and

the other group trained during the day with the LAF. No significant

difference between groups during pretest or posttest performance at

night was observed, and both groups' pretest to posttest gains were

significant. Thus, it appears that the techniques learned with the LAF

transferred quickly and effectively to NH flight conditions.

The LAF was found to degrade performance more on navigation

tasks than flying tasks. The degradation of performance on navigation

tasks is mainly due to the fact that the aviator's visual access to maps

and instruments is dependent upon the aircraft's orientation with

respect to the sun. When flying away from the sun, the ambient

61
illumination in the cockpit is very high. Under these conditions,

aviators reported that the instruments and larger features on the maps

are quite visible with the LAF and that thorough preflight planning will

make it possible to perform navigation tasks while wearing the LAF.

When the aircraft is flying into the sun, however, the instruments in

the shadow of the instrument panel cannot be seen with the LAF.

Moreover, aviators reported that maps cannot be read when the aircraft

is flying toward the sun.

The inability to perform navigation tasks under all conditions

necessitated an alteration of the filters. An area 1.5 cm 2 was cut out

of the nasal portion of one of the filters, which created a small area

where more light was transmitted to the eye. Through this area, the

pilot has visual access to the maps and instruments.

The purpose of this investigation, then, is to assess the utility of

the new LAF and accompanying LAF Training Module as a means of

meeting the needs of field aviation units for training and maintaining

NH flying skills. Additionally, the results of this investigation will be

used to develop a fully exportable, modularized course of instruction

(COI) for implementing the TNOD technique in field aviation units.

NEED/PROBLEM

The issue of user acceptability is one that must be resolved

before a decision is made about the desirability of exporting the system

to field units. A field validation, as conceived of here, evaluates the

degree to which the potential of a product or system is achieved in an

operational setting. Further, the field validation must be conducted to

determine if the system meets users' criteria of acceptable performance.

The flying hours apportioned to operational units are barely

sufficient to accomplish the unit's training program and funds to

support extra flight time for research purposes are limited. Thus, it

was determined that the approach to this research must require a

minimum number of flight hours beyond those already programmed for

unit training.

62
In addition, it was determined that the research approach adopted

should create as few disruptions to the normal unit training program as

possible. It was judged that the type and extent of controls needed

for a field experiment would produce a considerable departure from the

manner in which a field unit would implement the LAF training technique. Information about the LAF obtained under such contrived

conditions might have limited generality to the average field unit

training program.

In summary, resource constraints and the need to conduct this

research under conditions that naturally occur in operational units

strongly suggested the adoption of a non-experimental, survey approach

to the validation effort.

PROJECT OBJECTIVES

The specific objectives of this research are as follows:

o to obtain performance and user acceptability data on the use of

the LAF for the training of NH flight skills,

o to identify appropriate methods and materials for implementing

the LAF technique for training night operations in daylight

(TNOD) in aviation field-unit settings,

o to assess the utility of the LAF technique as a means of meeting

the needs of field aviation units for the training and maintenance of NH flight skills, and

e to develop a fully exportable and modularized COI for

implementing the TNOD program in aviation field settings.

RESEARCH APPROACH L

All operational field installations that are currently under local

civil restrictions on night flight will be identified. From these

installations, two company-sized units with approximately equal numbers

of rotary-wing rated aviators will be selected as sites for the validation

effort. A point of contact will be established at each unit at the

earliest possible date. Each unit will then be requested to retain all

non-current copies of gradeslips for later analysis.

63

% o"*. * " * --.-. * . "-. % U % ... .".-°. -. - -" . -" -°o..," . . . . ' ..U . " o . .°,, °.. . • , °° . .*.- -U -",."- .-. • °* °-• -- °°.
Checkride scores, questionnaires, and structured interviews will i

be used to obtain the performance and user acceptability information

required to validate the LAF training technique. Scores from regularly

scheduled Night Hawk (NH) qualification, refresher, and continuation

evaluation flights will provide information relevant to the training

effectiveness of the LAF. The user acceptability of LAF training will

be evaluated in two ways. First, unit utilization of the LAF provides

one measure of user acceptability. The proportion of NH training '

flights during which the LAF was used will be derived from the gradeslip (DA Form 4507-R), currently used in the units as a training

record. Second, all LAF-trained aviators will complete a pre-training

questionnaire, a post-training questionnaire, and a structured "

interview--all designed to obtain user appraisal of the training .

effectiveness of the LAF and user recommendations concerning the

integration of LAF training with other unit training.

Three visits to each field unit will be made by the Project

Director during a six-month period. The purpose of the first visit is

to distribute the LAF and accompanying training module and to

administer the pre-training questionnaire to all rated aviators in the

units. Unit SIPs, IPs, UTs, the unit commander, and the unit training

officer will be briefed on the purpose and schedule of the validation

effort, the care and use of the LAF, and special LAF training

implications. All available current and non-current NH training and

evaluation gradeslips will be examined and relevant information will be

recorded. A brief (15 to 20 minute) in-flight LAF orientation will also

be conducted. A point of contact in the unit will be established during

the first visit.

The second visit will be scheduled approximately one month after

the initial visit. The objective of this visit is to review the units'

implementation of the LAF training technique and ensure that the

appropriate records are being maintained. A review of the tasks

trained with the LAF will be conducted. If necessary, unit personnel .,

will be encouraged to expand the use of the LAF to additional tasks.

64

-A,-..
_-.

N.

Informal interviews with unit pilots, IPs, and unit training officers will

be conducted to obtain information concerning any factors judged to be

limiting the use of the LAF training technique. Where possible,

solutions to such problems will be recommended.

The third and final visit to the units will be scheduled

approximately six months after the initial distribution of the LAF. The

objective of this final visit is to obtain any and all information relevant

to the performance and user acceptability of the LAF training,-,

technique. Each aviator will be required to complete the post-training

questionnaire in a structured interview format. All unit SIPs, IPs, and

UTs who have conducted LAF training will be interviewed. All LAF and

NH training and evaluation gradeslips completed in the previous six

months will be examined and the data required for this project will be

recorded.

Data Analyses and Recommendations

The outcome of the data analyses will serve as the basis for

inferences about the training effectiveness and user acceptability of the

LAF training technique. The training effectiveness and user acceptability information will be used to develop recommendations concerning

the field implementation of the LAF training technique.

Actual unit utilization of the technique is the best available e'4

measure of user acceptability. A high ratio of LAF training to actual

Night Hawk training will be interpreted as an indication of high user

acceptability. A generally stable increase in this ratio over the

duration of the research will be interpreted as evidence for an increase

in the acceptability of the technique. An increase in this ratio in the

12 weeks prior to an aviator's evaluation flight will be interpreted as

further evidence of high user acceptability. Questionnaire and

structured interview data will be used to identify specific factors that

might have limited the acceptability of the LAF training technique.

Overall flight and specific maneuver grades given during

evaluation flights before and during LAF training will be compared for

65..

' ' -':', .",;' " '. r,"" -..':; .""," ' ", --.- ,'2, .-, 65 .-. '-,-,',- ''',.- - .. ,.\.-.,.,- . ,- , . ... , ... ",,' .,.'
information relevant to training effectiveness. Marked differences

between these data sets may be a function of LAF training, and unit

SIPs, IPs, and UTs will be questioned regarding such a possibility.

Finally, the LAF Training Module, which accompanies the LAF,

will be revised in accordance with the results and the recommendations

obtained.

PROJECT STATUS

Work Completed

The project is still in the preliminary stages. A research plan is

nearly completed and soon will be submitted for internal review. The

project is expected to progress smoothly once the field units targeted

for use of the LAF have been identified and have agreed to participate

in the research.

Projected Completion Date

It is anticipated that all aspects of the project will be completed

by mid-November 1983. Initiation of the plan is expected by December

1, 1982; data collection should be completed by June 1, 1983. This t"*

allows 5.5 months for data analysis and report writing, reviews, and

revisions. This schedule assumes that no difficulty is encountered in

obtaining the necessary unit support.

REFERENCES

Bauer, R. W., & Bleda, P. R. Night armor training in simulated

darkness (Research Report 1212). Fort Knox, KY: U.S. Army

Research Institute for the Behavioral and Social Sciences,

July 1979.

Bleda, P. R. Application of light attenuating devices (LADs) to night

rifle marksmanship training (Research Memorandum 79-2).

Washington, D.C.: U.S. Army Research Institute for the

Behavioral and Social Sciences, May 1979a.

66

" " ' ."""", . " ," ""; '- " " "' " "-.'- - "." "" " -""-.''.''.-"". ,0 '-.''.-",''.-',',,.-''- " ' -" - '' - ,''.' .",'-.''.,''.',''.."",," ". "'. -"".'a
Bleda, P. R., & Farrell, J. P. Development of light attenuating

devices (LADs) to simulate night visibility during daylight

(Technical Paper 375). Washington, D.C.: U.S. Army Research Pik

Institute for the Behavioral and Social Sciences, July 1979.

Ciley, C. D., Jr., & Allnutt, M. F. An experiment to evaluate the

training potential of the pilots' night training device (Technical

Report 14-79). Fort Rucker, AL: U.S. Army Research Institute

for the Behavioral and Social Sciences, September 1979.

Farrell, J. P. Night training by simulating the night visual

environment during the day (Memorandum 75-4). Washington,

D.C.: U.S. Army Research Institute for the Behavioral and Social

Sciences, June 1975.

Peters, J. I., Bleda, P. R., & Fineberg, M. L. Effects of illumination

level and dense of direction on land navigation performance

(Technical Paper 362). Washington, D.C.: U.S. Army Research

Institute for the Behavioral and Social Sciences, May 1979.

Ruffner, J. W., Ciley, C. D., Jr., & Wick, D. T. Application of the

pilots' night training device to daytime training in night terrain

flight emergency procedures maneuvers (Working Paper FR/FU

80-8). Fort Rucker, AL: U.S. Army Research Institute for the

Behavioral and Social Sciences, January 1981.

67 -4

. . .o,
TRAINING HELICOPTER INITIAL ENTRY STUDENTS

IN SIMULATORS (THIESIS)

Dr. Robert E. Lockwood, Project Director

BACKGROUND

Students entering the Army's Initial Entry Rotary Wing (IERW)

course learn their basic contact flying skills in the TH-55 aircraft--a

small two-place helicopter the Army uses exclusively for training.

After 50 hours of In-flight training in the TH-55, IERW students

commence training in the UH-1 aircraft. 6 There is a clear and pressing

need to consider alternatives to training basic flight skills in the TH-55

helicopter. The reasons for this need are explained below.

Cost/Availability of Training Aircraft

The TH-55 is the only helicopter in the Army's inventory that

requires high octane aviation fuel. In the event of a major fuel

shortage, high octane fuel could become costly enough or scarce enough

to disrupt the Army's IERW training program.

Another important concern is the impending end of the useful life

of the TH-55. At present, no new TH-55 aircraft are being acquired to

replace those in the aging fleet.

A phase-out of the TH-55 would require the Army to select from

among three training options: the acquisition of a new training aircraft

to replace the TH-55, the conduct of primary flight training in an

aircraft that is now in the Army inventory, or the conduct of primary

flight training in a flight simulator. It seems unlikely that a decision

will be made to purchase a new training helicopter because (a) the

Department of Defense has resisted proposals to develop and produce

aircraft that are to be used solely for training, and (b) the Army has a

strong desire to channel all available resources into operational

6 After becoming qualified in the UH-1 aircraft, students may join an

operational unit as a UH-1 aviator or enter qualification training in

another aircraft type.

68
equipment (Roscoe, 1980). The replacement of training in the TH-55

with training in an operational helicopter is not a promising option

because most operational Army helicopters are far more costly and

consume considerably more fuel than the TH-55 (Grice & Morresette,

1982). Based upon initial cost and fuel consumption alone, it appears

that the OH-58 is the only helicopter in the Army inventory that is

even marginally suitable for use in conducting primary training.

There are no data available for use in evaluating the feasibility of

replacing training in the TH-55 with training in a flight simulator; the

research reported here has been designed to provide the data needed to

assess this option.

Availability of Training Resources

Because of limited training resources at Fort Rucker, the Army is

unable to accommodate a large and sudden surge in the training load.

During the mobilization of Army aviation for the Vietnam War, IERW

graduates exceeded 5,000 per year. During this period, primary

training in the TH-55 was conducted at Fort Wolters, Texas; only the

advanced phases of IERW were conducted at Fort Rucker. When the

Army phased down pilot training, all IERW training was consolidated at

Fort Rucker, and the number of IERW graduates was reduced to fewer

than 1,000 per year. The current IERW training load--about 2,000

students per year--severely taxes the usable airspace and physical

facilities at the Aviation Center. In the event of another major

mobilization, the Aviation Center would be hard pressed to increase the

number of graduates to that of the Vietnam era without exceeding the

capacity of existing airspace, stagefields, and other physical facilities

at Fort Rucker. The reactivation of Fort Wolters is a feasible option,

but a very costly one. It is possible that a more cost-effective option

is to increase the training capability of Fort Rucker by increasing the

amount of training that is conducted in flight simulators. v_,.

69

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PROJECT OBJECTIVES

The specific technical objective of this research is to assess the

extent to which contact flight training In a simulator transfers to a

UH-1H aircraft for initial entry flight students. A factor complicating

the accomplishment of this objective is the absence of a UH1FS equipped

with a visual system. The lack of a UH1FS with visual system necessitates the use of a simulator for a different aircraft--the AH1FS, the

CH47FS, or the UH60FS. Therefore, a secondary objective of this .. -

project is to identify the existing simulator that is the best surrogate

for a UH1FS with visual system.

RESEARCH APPROACH

Overview

An experimental group of student aviators will be given training

on basic flight tasks in a flight simulator equipped with a visual system

and possibly other existing training devices as well. A matched control .

group will receive conventional training in the TH-55 aircraft. Then,

members of both the experimental group and the control group will

receive transition training in the UH-1 aircraft. The amount of time

, required to complete transition training in the UH-1 and measures of

proficiency on selected flight tasks will be used to measure relative

training transfer for the two groups.

Selection of a Flight Simulator

Three simulators with visual systems are available for training

students during this research: the AH1FS, the UH60FS, and the

CH47FS. The CH47FS has been eliminated as a viable option because of

airframe and powerplant differences between the CH-47 and the UH-1H,

the lack of a side window in the CH47FS, and the schedule of usage

anticipated for the CH47FS. The AH1FS and the UH60FS present viable

options for training. Both simulators have comparable visual systems,

fidelity, and instructional features. Differences arise when comparing

the simulators with the target aircraft, the UH-1H. The AH-1 and the

70
UH-1 are manufactured by the same company, are single-engine, twobladed, single-rotor, skid-type helicopters. The UH-60 is a twinengine, four-bladed, single-rotor, wheeled-gear helicopter. The UH-60

has advanced instrumentation that does not compare to the older A

UH-1H, whereas the AH-1 has almost identical instrumentation to the

UH-1H. Consequently, in an effort to provide for maximum transfer,

the AH1FS has been recommended for this research. It should be

noted, however, that the selection of a flight simulator may well be

dictated by availability rather than technical considerations.

Subjects

All subjects who receive primary training in the simulator will be

volunteers who have received both a written and oral explanation of the

research. To avoid an impact on the appointment and date of rank of

Warrant Officer Candidates, all subjects selected for this research will

be commissioned officers. A total of 16 student pilots, eight

experimental and eight control, will be required for this research.

Method a..

The eight control subjects will undergo primary training in the

TH-55 aircraft, receiving instruction from ACE instructor pilots. The

eight experimental subjects wil receive primary training in the simulator

from Army Research Institute (ARI) and Anacapa Sciences, Inc. (ASI)

instructor pilots. Both groups of subjects will receive the classroom

instruction currently conducted in the IERW training program. Of

necessity, the experimental subjects will receive a small amount of

additional instruction specific to the flight simulator. At the completion

of primary training, the 16 subjects will receive UH-1 transition

training conducted by ARI/ASI IPs in a proficiency progression mode.

In proficiency progression training, each subject progresses through

the UH-1 transition training as rapidly as capabilities allow. Once the

ARI/ASI IP judges that a student has reached criterion on all tasks,

the student will be given an evaluation flight (checkride) with a -*

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72.

Department of Evaluation and Standardization IP using standard

procedures and criteria.

Data Analysis

The objective of the data analysis is to determine the extent to

which experimental subjects differ from control subjects in (a) the level

of proficiency achieved in the UH-1, and (b) the rate at which the skill

is acquired. The dependent measures to be analyzed include: daily

grades on individual flight tasks/ maneuvers, number of iterations of

individual flight tasks/maneuvers, hours of flight time to complete UH-1

transition training, and checkride grades. Performance on each

training task/maneuver will be analyzed separately. For the experimental and control groups, the mean and standard deviation of repeti- a.

tions in UH-1 transition training will be reported. The t-test will be

used to calculate the significance of mean differences on (a) DES

checkride overall score and (b) flight time to completion of UH-1

transition training.

PROJECT STATUS

Work Completed

A draft of the research plan has been developed and submitted to

ARI for review. The investigation to determine which simulator is most

appropriate for the research has been completed. The results of the

investigation are being prepared for an ARI/ASI meeting at which time

a decision will be made about the flight simulator to be used during this

project.

Projected Completion Date

The ARI/ASI meeting to decide which flight simulator to be used

during this project should be convened in early November. Following

that meeting, a final version of the research plan will be prepared and

submitted to ARI. It Is anticipated that project staff will begin training

Initial entry students In flight simulators during the second quarter of

1983.

72
REFERENCES

Grice, J. J. & Morresette, J. R. Increasing efficiency of mobility

fuels. U.S. Army Aviation Digest, January 1982.

Roscoe, S. (Ed.). Aviation Psychology. Ames, Iowa: The Iowa State

University Press, 1980, p. 194.

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