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60AD-A282 841
Research Product 94-12 DTICELECTE flSU JL 2 Lj, 9 19940 .
Catalog of Training Tools for Usein Distributed Interactive
Simulation (DIS) Environments
\ 694-23998
J u n e 1 9 9 4 D I C A J .A T E Y U IS p C T E 6
Fort Knox Field Unit
Training Systems Research Division
U.S. Army Research Institute for the Behavioral and Social Sciences
Approved for pubc rskla ; dWsbtin Is un ed.
94 7 28 004
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
EDGAR M. JOHNSONDirector
Research accomplished under contractfor the Department of the Army Accesion For
BDM Federal, Inc. NTIS CRA&IDTIC TABUnannounced 0
Technical review by Justification
Ronald E. Kraemer ByLarry L. Meliza Distribution I
Availability Codes
Avail and/orDist Special
NOTICES
FINAL DISPOSITION: This Research Product may be destroyed when it is no longer needed.Please do not return it to the U.S. Army Research Institute for the Behavioral and Social Sciences.
NOTE: This Research Product is not to be construed as an official Departmnent of the Armyposition, unless so designated by other authorized documents.
I Fcrm Approived
REPORT DOCUMENTATION PAGE oAFB o 0p -0ro
ftoinfi roonrg burt to, t ion Of it , 1o' 1,df 1 ft, 9 10 *of'ge Infio rmat ionO . Includlng tn tme fo rew n.gW , f trur.-As Wtching 0 t.A; ats soulrces.gathe riag ad mauttaining 1h fft . i the da .e 4.. n U.e €O tWffIAof ,antMuISn coe mments regading this burden Estio ate o air other &NecI of th.t
cect oi o no m.t*in f t..Actung ic ding "A Io" ,tdu ot1#eucing= o,6t. . to Was.inton Hit"Quartf elNf . offe. o. ate for Information O"Atioe . t and Reit . 12 is 2 i fiteno.tCairt N41ghwa. SIte IM24. Arimto. .d. tO the Cct of mIn.ag eaIt nd sdidot. paiefwOi R4ducio Proc l(OO407E4 W.V'Aas0 , toe. CC 20103
1. AGENCY USE ONLY (Leave Dana) 2. REPORT DATE 3. REPORT TYPE AND DATES COVERED1994, June Final Sep 91 - Nov 93
t TITLE AND SUTITLE S. FUNDING NUMBERSatlogo Training Tools for Use in Distributed N61339-91
Interactive Simulation (DIS) Environments 62785A
7906. AUTHOR(S) 2221Atwood, Nancy K.; Winsch, Beverly J. (BDM); ROQuinkert, Kathleen A. (ARI); Heiden, Charles K. (BDM)
7. PERFORMING ORGANIZATION NAME(S) AND AOORESS(ES) 8. PERFORMING ORGANIZATIONREPORT NUMBER
BDM Federal, Inc.P.O. Box 967Fort Knox, KY 40121-0967
9. SPONSORING /MONITORING AGENCY NAME(S) AND AOORESSES) 10. SPONSORING / MONITORINGU.S. Army Research Institute for the Behavioral and AGENCY REPORT NUMBER
Social SciencesATTN: PERI-IK ARI Research ProductField Unit at Fort Knox 94-12Fort Knox, KY 40121-562011. SUPPLEMENTARY NOTES
Contracting Officer's Representative, Kathleen A. Quinkert.
12a. DISTRIBUTION AVAILABILITY STATEMENT 12b. DISTRIBUTION CODEApproved for public release;distribution is unlimited.
13. ABSTRACT (Mazmum 200 words)This report is a catalog of training tools for use in Distributed Interactive
Simulation (DIS) environments. It is intended as a reference document for users ofDIS facilities and for planners of new simulation-based training facilities. Thereport describes the background and context in which these training tools weredeveloped, and the capabilities and applications of tools developed to enhancesimulation-based training in three functional areas. These areas include (a) tech-niques for structuring simulation-based exercises; (b) strategies for eliciting andcapturing command, control, and communications (C3) performance; and (c) approachesfor demonstration, presentation, and analysis.
14. SUBJECT TERMS IS. NUMBER Of PAGESDistributed Interactive Simulation (DIS) 107Simulation-based training performance measures 16. PRICE CODESimulation17. SECURITY CLASSIFICATION 1. SECURJTY CLASSIFICATION 19. SECURITY CLASSIFICATION 20. LIMITATION OF ABSTRCT
OF REPORT Of THIS PAGE OF ABSTRACT
Unclassified Unclassified Unclassified Unlimited-NSN 7540-01.280.5S00 Standard Form 298 (Rev. 2-49)
.hie 6V ANIl ld 1W16
Research Product 94-12
Catalog of Training Tools for Use in DistributedInteractive Simulation (DIS) Environments
Nancy K. Atwood and Beverly J. WinschBDM Federal, Inc.
Kathleen A. QuinkertU.S. Army Research Institute
Charles K. HeidenBDM Federal, Inc.
Field Unit at Fort Knox, KentuckyBarbara A. Black, Chief
Training Systems Research DivisionJack H. Hiller, Director
U.S. Army Research Institute for the Behavioral and Social Sciences5001 Eisenhower Avenue, Alexandria, Virginia 22333-5600
Office, Deputy Chief of Staff for PersonnelDepartment of the Army
June 1994
Army Project Number Human Performance !ffectlvsnm2016278BA790
Approved for pubic rekme; dWixbtn Is unrnted.
Ui
FOREWORD
The U.S. Army Research Institute for the Behavioral andSocial Sciences (ARI) is charged with conducting basic andapplied behavioral and social research that will contribute tothe Army's capability to meet the soldier performance challengesof today and tomorrow. As part of ARI's training researchprogram, the objective of the Future Battlefield Conditions teamat the ARI Fort Knox Field Unit (ARI-Knox) is to enhance soldierpreparedness by identifying future battlefield conditions anddeveloping training methods that ensure effective soldierperformance under those conditions.
As the Army moves toward the greater use of simulationenvironments for training, particularly distributed interactivesimulation (DIS) environments, tools are needed to conducttraining exercises efficiently and effectively. This productprovides a catalog of training tools developed by the FutureBattlefield Conditions team at ARI-Knox for use in a DISenvironment. The tools have been refined and used with successin the Mounted Warfare Test Bed (NWTB).facility. This catalog ispresented as a reference document for users of DIS facilities toacquaint them with specific methods that may be appropriate fortheir particular requirement. It is also intended to offer ideasto the planners of new DIS facilities to incorporate into theirdesign and development process.
ARI's research on training requirements and methods forfuture automated Command, Control, and Communications (C3)systems is supported by the Memorandum of Agreement (MOA) betweenARI-Knox and the Tank Automotive Command (TACOM) on CombatVehicle Command and Control (CVCC) dated 22 March 1989 and theMOA between ARI-Knox and the U.S. Army Armor Center (USAARMC) andFort Knox titled Research in Future Battlefield Conditions, 12April 1989.
The results of this effort were briefed to the CommandingGeneral, Fort Knox; the Director, Mounted Warfighting BattleSpace Laboratory; the Chief of Staff, U.S. Army Armor School; theCommanding General, Training and Doctrine Command (TRADOC), andthe Deputy Chief of Staff Training, TRADOC.
EDGAR M. JOHNSONDirector
v
ACKNOWLEDGMENTS
The training tools described in this research product havebeen developed through the contributions of several organizationsand a large number of individuals within these organizations.Technical guidance was provided by Barbara Black, Chief of theU.S. Army Research Institute for the Behavioral and SocialSciences Fort Knox Field Unit, Carl Lickteig, Gary Elliott, andJoel Collins of the Future Battlefield Conditions (FBC) team.Although the individuals are too numerous to mention, contractorsupport was provided by a number of organizations, including BDMFederal, Inc., BBN Systems and Technologies, Inc., Loral,Decision Research Corporation, Microanalysis and Design, andUniversal Energy Systems.
In describing the training tools presented here, narrativehas been drawn, with some editing, from previous reports andmanuals. This approach was taken to ensure clarity andconsistency and reflects the full knowledge and agreement of allauthors.
vi
CATALOG OF TRAINING TOOLS FOR USE IN DISTRIBUTED INTERACTIVESIMULATION (DIS) ENVIRONMENTS
CONTENTS
Page
INTRODUCTION . . . . . . . . . . . . . . ............... 1
organization of the Research Product .. .. ........ 2Background . . . . . . . . . . . . ......... 2The Context for Tool Development . . . . . . ... 9
TECHNIQUES FOR STRUCTURING SIMULATION-BASEDEXERCISES ....................... 15
Overview ....... .. 15Tactical Vignettes ............ 15Tethering and Automated Messaging .1......... 18Checkpointing . . . . . . . . ..... . 28
STRATEGIES FOR ELICITING AND CAPTURING C3PERFORMANCE o . . . ........... 33
Overview . . ............... 33Instrumented Devices . .............. 33SEN Utility o... . .. . . .. . . 45LISTEN Utility ..... . . . 52Control Measure Performance MeasurementSystem .. 0. . ... . . .. .. ... 54
APPROACHES FOR DEMONSTRATION, PRESENTATION,AND ANALYSIS . .. .................. 62
Overview o . . . 62Plan View Display . . . . ........ ****** 62Stealth . . . .. . . . ... 69Mini Cameras . .................. 74
SUMMARY . . . 77
REFERENCES .............. 81
APPENDIX A. INTERVIEW PROTOCOL USED AT FORT KNOX • . . A-1
B. INTERVIEW PROTOCOL USED AT FORTLEAVENWORTH . . .. .. .. . . . .... B-1
vii
CONTENTS (Continued)
Page
LIST OF TABLES
Table I. Training Principles from FM 25-100 . . . . . 4
2. Critical Training Requirements:Fort Knox Interviews ....... ... . . 6
3. Critical Training Requirements:Fort Leavenworth Interviews . . . . . . . . 7
4. Requirements for Training Delivery:Fort Knox and Fort Leavenworth Interviews 9
5. Training Objectives for One TacticalVignette . . . . . . .*. . . . . . . . . . . 17
6. Training Objectives for a Second TacticalVignette . . .......... . . . . . 18
7. Fundamental C3 Task at Company-LevelAppropriate for Checkpointed TrainingScenarios . . . . . . . . . . . . . . . . . 31
8. Automated Equipment Usage Measures ..... 40
9. A Typical Contact Report File . . . . . .. 46
10. Time Stamping of Vignette Files . . . . .. 47
11. LISTEN Station Output of a ContactReport . . . . . . . . . . . . . . . . . . . 53
12. Control Measures . ............ 55
13. Area Locations for Control Measures . . . . 60
14. Summary of Training Applications . . . . . . 78
LIST OF FIGURES
Figure 1. Participating agencies: Trainingrequirements interviews . . . . . . . . . . 5
2. User needs to be met by Distributed
Interactive Simulation (DIS) . . . . . . . 11
3. DIS architecture supporting ARI program . . 13
viii
CONTENTS (Continued)
Page
Figure 4. A company-level horizontal slice usingtethering . . . . . . . . . . . . . . . .. 22
5. A battalion-level vertical slice . . . .. 24
6. Automated messaging to support trainingof information management skills ..... 26
7. A reconfigurable simulator equippedwith digitized target acquisition andautomated command, control, andcommunications device ........ ..... 34
8. Close-up drawing of the instrumenteddevices housed within the vehiclecommander's crewstation . . . . . . . . . . 35
9. Drawing of the commander's controlhandle with the functions labeled . . . . . 36
10. Schematic drawing of the CCD userinterface . . . . . . . . . . . . . . . . . 37
11. Drawing of the driver's T-bar showingthe Steer-to-Display on the right . . . . . 39
12. Individual vehicle/vehicle routeplanning . . . . . . . . . . . . . . . . . 43
13. Platoon-consolidated vehicle directedfire sketches . . . . . . . . . ...... 44
14. Use of SEND for vehicle-based training . . 49
15. Use of SEND utility for tacticaloperations center staff training . . . . 51
16. The Plan View Display . ............. 63
17. Real-time event flagging . . . . . . . . . 66
18. Example of a PVD log format . ....... 68
ix
CATALOG OF TRAINING TOOLS FOR USE IN
DISTRIBUTED INTERACTIVE SIMULATION (DIS) ENVIRONMENTS
INTRODUCTION
This research product describes training tools developed bythe U.S. Army Research Institute Field Unit at Fort Knox (ARI-Knox) for use in a program of ongoing research by the FutureBattlefield Conditions (FBC) team. In some cases, these trainingtools constitute new training-oriented applications of existingsimulation-based hardware and software capabilities. In othercases, these training tools represent new training developmentsfor use within a simulation-based training environment.
A major thrust of the FBC team's research program has beenthe identification of conditions likely to be encountered on thefuture battlefield and the specification of trainingrequirements. This research has been conducted using advancedsimulation technology. This technology, referred to asDistributed Interactive Simulation (DIS), allows soldiers toparticipate in training exercises through interactive combatvehicle simulators engaged in a simulated battlefieldenvironment. This product describes specific techniques,strategies, and approaches that have been used with success andrefined over the past five years as part of the FBC researchprogram conducted in the Mounted Warfare Test Bed (MWTB) facilityat Fort Knox, Kentucky.
The catalog has two main purposes. First, it is intendedto serve as a reference document for users of DIS facilities thatthey can consult during the planning process to acquaintthemselves with tools used with success in previous training andevaluation efforts. We anticipate that, in some cases, users maywish to adopt specific tools for their particular application; inother cases, the tools described here may inform and guide theirplanning of productive approaches and strategies tailored totheir specific requirement. Second, the catalog is intended tooffer ideas to planners of DIS facilities. As the use ofsimulation within the military expands and new facilities arebuilt (such as the Army's Close Combat Tactical Trainer [CCTT]),we expect that planners will wish to examine tools usedproductively in other facilities in the design and developmentprocess.
The tools described in this catalog were designed primarilyfor use in training within the DIS environment; however, theirutility applies to the broader range of DIS applicationscurrently being conducted and envisioned for the future. Theseadditional applications include test and evaluation of concepts,prototypes and emerging systems, as well as studies of emergingdoctrine, organizations, and special issues. Thus, the intendedaudience for this research product includes trainers and training
1
developers, as well as members of the combat development,doctrine development, test and evaluation, and studies andanalysis communities.
oraanization of the Research Product
This research product is organized into four majorsections. The remainder of this section describes the backgroundand context within which the tools presented in subsequentsections were developed. The three remaining sections describesets of tools to support and enhance functions within the DISenvironment. These three functional areas, corresponding to thethree following sections, focus on: (a) techniques forstructuring simulation-based exercises, (b) strategies foreliciting and capturing Command, Control, and Communications (C3)performance, and (c) approaches for demonstration, presentationand analysis. Each of these sections and the descriptions of thetools within are intended to stand as independent references forusers and planners of DIS environments and applications.
The FBC team has been charged with conducting research toforecast conditions on the future battlefield and to developtraining methods to prepare soldiers to perform effectively underthese conditions. The following discussion is intended toprovide a brief overview of the nature of training requirementsanticipated in the near future and the increasing prominence ofsimulation-based training as a strategy for addressing theserequirements. This discussion is followed by a shortintroduction to the context in which the tools described in thecatalog were developed. It focuses on two features of thecontext that are particularly important for understanding thegenesis of these tools: (a) the substantive focus of the ARI-Knox research program and (b) the DIS environment in which theresearch was conducted.
Emerging Training Recuirements. The U.S. Army hasinstitutional mechanisms in place for identifying trainingrequirements. These requirements emerge from two primarysources: (a) examinations of past performance or "lessonslearned" to identify areas requiring attention and(b) projections of future trends and their implications fortraining requirements.
The principal Army agency charged with examining lessonslearned is the Center for Army Lessons Learned (CALL) at FortLeavenworth, Kansas. A recent report published by the GeneralAccounting Office (GAO) in 1991 summarized the common trainingshortfalls identified by CALL as part of a larger study of landusage (GAO, 1991). Requirements for improved performance focusedon the following primary areas: (a) battlefield planning by
2
commanders and their staffs, (b) use of intelligence data indeveloping plans of operations (intelligence preparation of thebattlefield), (c) conduct of reconnaissance and counterreconnaissance, (d) maintenance of communications, and(e) conduct of rehearsals. Follow-up interviews of key Armyleaders by GAO staff suggested that many believed that the key toaddressing these areas is increased emphasis on individual andsmall unit training.
While several Army agencies have charters to examine futurerequirements, the Department of the Army's overall view of futuretraining requirements is well characterized in a draft pamphletcurrently under coordination by the Army's Training and DoctrineCommand as Draft TRADOC PAM 525-5B (Department of the Army,1991b). This pamphlet recognizes the unprecedented changes whichthe Army is facing including downsizing of the force, the budgeton which it depends, and available land for maneuver and ranges.At the same time, the Army is fielding high technology devicesand weapon systems that enhance lethality on the battlefield butdemand: (a) considerably greater command and control skills fromleaders; (b) more precise, complex performance from soldiers; and(c) greater apace for training. The global environment and thechanging nature of the threat from a U.S. - Soviet balance ofpower to a multipolar world order with new centers of regionalpower further complicate the situation. This threat calls forversatile forces which can perform their missions under a varietyof conditions and circumstances, can insert units to carry outcontingency operations and can operate in conjunction withcoalition forces.
The Draft TRADOC PAM 525-5B calls for training as acornerstone for developing and maintaining a smaller Army capableof effectively accomplishing its mission and countering thethreats to U.S. interests. It is based on a concept for AirLandOperations for a Strategic Army which describes how Army forceswill operate as the land component of military power in joint,combined and interagency operations in the future. TRADOCrecognizes tough, realistic training as a prerequisite forsuccessful implementation of this strategic concept. TRADOCleaders expect the principles of training inherent in the Army'scapstone training doctrine manual, FM 25-100 (Department of theArmy, 1988a), to remain valid and to drive evolving tactics,techniques, and procedures (see Table 1). This approach will besupplemented by the Combined Arms Training Strategy (CATS)currently under development by each proponent school(Coordinating Draft, TC 17-12-2). CATS will serve as a trainingand resource management tool to "squeeze every bit of value fromevery training event and program" to meet the challengingtraining requirements of the future.
3
Table 1
Training Principles from FM 25-100
PRINOPLS OF TRINI
TrnaComined C Amy d mSvo TemTrain m You FihtU"e A~prktMkUoopepllsDohnUse P..L......0..... TraininTran to ChenogTrain t tuet mn PronaWmyTran U" MuI-chson TechnqueTran to MaiUnMaW Commandes te Primry TMners
The Armor community has formulated the Armor 2000 strategyand the Armor portion of CATS (U.S. Army Armor Center, 1990) toarticulate projected requirements for the Armor force andstrategies for delivering training to meet these requirements.The Armor 2000 strategy views triining as the cornerstone ofmobility and lethality of the Armor force. Given an era ofresource constraints, Armor is moving to a device and simulation-based training strategy coupled with live-fire and maneuver fieldexercises. This training strategy emphasizes realisticsimulations; combined and integrated simulators and moderntraining devices which can be used to train soldiers, vehiclecrews, and units on nearly all required battlefield tasks underdemanding conditions.
As the Armor community fields increasingly complextechnology, the importance of training in general and simulation-based training in particular is expected to increase. Forexample, the MIA2 tank will contain an automated command andcontrol device referred to as the OIntervehicular InformationSystem' (IVIS). Among other capabilities, IVIS will allow tankcommanders to send and receive messages digitally. Suchtechnology will levy new training requirements, not only fordevice operation skills, but also for effective informationmanagement under conditions of overload and integration of deviceusage into a tactical environment.
To elaborate and further understand published trainingrequirements, a series of interviews were conducted withrepresentatives of key Army organizations at the U.S. Army ArmorCenter and School (USAARMC&S) Fort Knox, and the Combined ArmsCommand (CAC) located at Fort Leavenworth, Kansas during theSpring of 1992. These interviews were structured to gatherparticipants' views of current training needs and emergingtraining requirements, particularly in the area of command,control, and communications. The C3 area has been recognized asa particularly important area in published reports of training
4
requirements and one which lends itself well to simulation-basedtraining. As such, C3 is a focal area of research interest forthe FBC Team. (Copies of interview protocols can be found inAppendixes A and B.)
Organizations participating in the interviews are identifiedin Table 2. While we have not identified specific individuals tomaintain privacy and confidentiality, most interviewees werefield grade officers or above or senior civilians at the rank ofGS-12 or above. In some cases, one representative from anorganization was interviewed. In other cases, group interviewswere conducted generally with two or three individuals, althoughtwo interview sessions numbered six participants due to the highlevel of interest by the organization in participating in theinterview.
SUMPRMANC
OMMII"MII ofIM COMMN
COMMWMD ARMTACTICA RM 10N GVMMUMSVnUMMMCEMM(F~q -ic MMMrc)
AENERMM ARY FMOM
Figure 1. Participating agencies: Training requirementsinterviews
5
A content analysis of the interviews was conducted toidentify training requirements viewed by interviewees as criticalto developing or maintaining high performing soldiers and unitsunder projected future battlefield conditions. The followingdiscussion highlights key findings emerging from the interviews.
Table 2 summarizes key findings emerging from the interviewsconducted at Fort Knox. These training requirements fell intofour main categories as shown in Table 2. The first categoryincluded more general mission-oriented requirements centering onoperating effectively as a member of a combined arms team withthe capability to respond to a variety of contingency forcedoctrines. The remaining three categories corresponded to thethree Battlefield Operating Systems (BOSs) targeted for focus inthe interviews: (a) Command, Control and Communications,(b) Intelligence, and (c) Maneuver. The three primaryrequirements associated with C3 (shown in Table 2) center ontraining to accommodate the use of automated C3 devices whilemaintaining manual skills. This requirement is consistent withconceptual training requirements associated with the fielding ofnew technologies, such as the IVIS to be housed within the MIA2tank. Requirements derived from the interviews associated withthe Intelligence BOS focused on intelligence preparation of thebattlefield (IPB) and reconnaissance. These areas were alsoidentified as priority intelligence training requirements in aGAO study of training conducted as part of a large study of land
Table 2
Critical Training Requirements: Fort Knox Interviews
CATEGORY KEY RDINGS
MISSION opera pot a cined am tem_ espod, do -ofe e oontinge a res
C3 use voice and dgt oommuncaions effeciveyn -I -UoInnnemok t roplain ain mud ds renfort g sutomated C3 dces
_____ .,mapr,-d
EConduct of nASgence Prpar aionf Owne Btleed (P8)Conduct of.r ooo alo anteviPiesConduct of heder'eooommn. anoo
MANEUVER Synchrenlzs icceOperate e"8eci8el as -Perkm according to Tacid SOPDoor Md -ieRAct t o csultesPefonm under advere weather -oAo mNavgae on vdel ftman unde dlee oondhione
6
usage (GAO, 1991). Finally, training requirements in themaneuver area reflect two sets of related requirements. Thefirst is the need for disciplined, well coordinated performanceas recognized by published training requirements calling forrehearsals. The second is the versatility of performance acrossconditions required by emerging doctrine and future anticipatedmission requirements.
Findings derived from the interviews conducted at FortLeavenworth are highlighted in Table 3. The main focus of thesetraining requirements is on C3 at battalion level. Morespecifically, interviewees underscored the need to concentrate onthe fundamental skills of C3, to structure training experiencesso that battalion staff members learn to work together as anintegrated battle staff, and to ensure that battalion staff learnhow to coordinate combat assets effectively to produce battlesynchronization. The central role of learning how to conducteffective rehearsals was also stressed in these interviews. Theimportance of rehearsals has been repeatedly identified as atraining lesson learned and is documented in the GAO reportmentioned earlier (GAO, 1991). Finally, two trainingrequirements requiring balance between technological and humanconsiderations emerged from the Fort Leavenworth interviews. Atechnology-oriented training requirement emerged for theincorporation of C3 devices into training exercises. The concepthere was to ensure that units and their leaders learn toincorporate effective use of their C3 devices into theirprocedures prior to deployment. The other training requirementcentered on the importance of training command skills and theneed to explicitly teach leadership skills under stress. More
Table 3
Critical Training Requirements: Fort Leavenworth Interviews
CATEGOY Kff FRpNW
Trin C hndamusil Tmbls ehndml
Ope asa - rld 1blls fe at
Coerdnas aemba nase effewiy % produe bald. symnckom
C3 Conduc affeod. relusreel
hiagral uper-0, of aulsmaWsd3 dies -i MW lb1hN proedure
Commnd and ek aia dw - u and P' -nowg
7
specifically, interviewees made the point that C3 training mustbalance human and technological considerations so that commanderscapitalize on technology tools while honing their skills to leadeffectively.
In summary, the training requirements facing the Army todayare challenging. These requirements derive from a variety ofsources including a reduced force structure, a more austerebudget, less maneuver area for field exercises, and aregionalized and diverse threat. Units must be prepared tooperate as a combined arms force, perform a variety ofcontingency missions under diverse conditions, and capitalize onemerging technology to fight and win. These circumstancesdictate new training requirements such as an increased canabilityto manage large amounts of information effectively (give ieemergence of digital communications) and underscore theimportance of recognized training requirements such as needs forskilled planning, careful preparation and rehearsal anddisciplined performance of well practiced tactical procedures.
The Growing Prominence of Simulation-Based Training. Theneed to counter a wide variety of diverse threats at a time ofmanpower and budget reduction has placed increased priority ontraining generally and on simulation as a strategy for deliveringtraining in particular. Simulation offers a cost-effectivestrategy for providing training on a widespread basis under avariety of conditions. Furthermore, simulation-based training iswell suited to addressing the training requirements underscoredin our interviews which are also receiving increasing attentionin the Army community.
For example, a keynote speaker at the 1992 Armor Conference,COL Molinari, Director of Training Development (DOTD) at FortKnox, offered seven compelling reasons for training usingsimulation. They centered on the capabilities of simulation,especially DIS, to provide:
1. Greater frequency of training events;2. More in-depth analyses of tasks;3. Better training of collective tasks;4. Objective feedback;5. Realistic scenarios;6. Training efficiency;7. Training standardization; and8. Training under more varied conditions.
It is also instructive to note that our interviews at FortKnox and Fort Leavenworth also yielded recommendations fortraining deliver in addition to the training performancerequirements described earlier. As shown in Table 4, thesemirror many of the advantages of simulation noted above. Thesetraining delivery requirements also centered around perceived
8
needs for improved feedback and assessment, standardized andhands-on training, strategies for improving training efficiencyand effectiveness (through cross-training, multiple iterations oftraining exercises, greater realism, and mission training priorto field deployment) and use of automated C3 devices integratedinto training.
It is clear that simulation as a training strategy isreceiving increasing recognition in the Army community. Theproblem facing users is to plan and structure simulationenvironments to maximize their capability to provide realisticand effective training exercises. The tools presented in thisresearch product were designed to enhance this capability.
The Context for Tool Development
The tools presented in this Research Product were developedfor use in the ARI-Knox research program on future battlefieldconditions. This research was conducted using the Army's firstDIS environment, the Close Combat Test Bed (CCTB), at Fort Knox.The following sections provide a brief overview of the focus ofthe ARI-Knox research and development program from which thesetools emerged and the components of the DIS environment withinwhich the program was implemented. This discussion is intendedto provide the reader an understanding of the context in whichthe tools presented here were developed.
Table 4
Requirements for Training Delivery: Fort Knox and FortLeavenworth Interviews
Objeouvae .lfor ah-h hedheok
Qy mesmM P oesm Affm Aeftn R - Ab)
emid-nn ft br
Greer rNs -o deewom. efn
YlugW M d vOns hor hife WVeng
9
The ARI-Knox Research and Development Proaram. The FutureBattlefield Conditions (FBC) Team has been engaged in an ongoingprogram of research and development aimed at supporting theArmy's requirements for future C3 systems. A major thrust ofthis work has focused on future Combat Vehicle Command andControl (CVCC) systems. As part of the CVCC program, ARI-Knoxhas been conducting simulation-based research on future C3 systemconfigurations and the training requirements associated withthese configurations.
The research program has included a series of simulation-based, soldier-in-the-loop evaluations of future tank systems andtheir associated training requirements. These efforts haveproceeded in a bottom-up fashion from assessments of crew andplatoon performance using a digitized position navigation(POSNAV) system (DuBois and Smith, 1989) and an automated Commandand Control Display (CCD) for the tank commander (DuBois andSmith, 1991). A subsequent investigation examined theintegration of the CCD and POSNAV with the Commander'sIndependent Thermal Viewer (CITV), a digitized target acquisitionsystem for tank commanders (Quinkert, 1990). These efforts werefollowed by a series of investigations of company performanceincluding: a company level evaluation of the operationaleffectiveness of companies equipped with CVCC systems includingintegrated POSNAV, CCD and CITV capabilities (Leibrecht et al.,1992); an examination of the training requirements associatedwith the system (Atwood et al., 1991); and research on soldier-machine interface (SMI) issues associated with the design of CVCCuser interfaces and controls (Ainslie et al., 1991).
More recent evaluations are focusing on the extension offuture C3 capabilities to the battalion level. These effortsinclude an evaluation of automated workstations to support aBattalion Tactical Operations Center (Bn TOC) (O'Brien et al.,1992) and an evaluation of battalion level performance currentlyin progress.
The tools described here were developed to support the FBCresearch program. They were designed to operated within a DISenvironment. Key features of the DIS environment are describedbelow.
The DIS Environment. The Army, along with the othermilitary services, is currently engaged in the design of a DISarchitecture. The DIS architecture is intended to provide ablueprint to guide the development of a general purposesimulation system which will meet the needs of a wide range ofusers, as shown in Figure 2 (from Beaver et al., 1992).
The DIS architecture is being structured to satisfy a largeset of user objectives and implementation principles. However,the most pervasive and general requirement is for a man-in-the-
10
loop simulation which simulates battlefield interaction betweenmultiple warfighters at levels of fidelity that are sufficient toinvoke realistic decision making behavior by the participants.
DIS is a direct descendent of simulation networking (SIXNET)technology. SINMET was initiated in 1983 as a project on large-scale simulator networking by the Defense Advanced ResearchProjects Agency (DARPA). It was a proof-of-principle technologydemonstration of interactive networking for real-time, person-in-the-loop battle engagement simulation and wargaming suitable fora broad range of applications (Alluisi, 1991).
Training & Te &Redlness Evakutlon
DFig rie tteS iDvim n )
DIS
Thelen DC temniiae its; 0 reeac and deeope trga
Looli et olise K.TW
Rehewro
Figure 2. User needs to be met by Distributed interactiveSimulation (DIS) (from Beaver et al., 1992)
The FBC team initiated its research and development programin the SIMME facility established at Fort Knox. The facility
includes standard SINNET combined arms simulators routinely used
11
for tactical training, particularly in the area of C3, housed atthe Fort Knox Combined Arms Tactical Training Center (CATTC). Anadjacent facility also includes developmental simulators designedto serve as reconfigurable weapon systems in which selectedsystem characteristics can be modified to emulate conceptualweapon system configurations and their associated soldier-machineinterfaces. These simulators are housed in the Fort Knox CloseCombat Test Bed (CCTB) located adjacent to the CATTC.
The FBC research program is being conducted in the Fort KnoxCCTB. While many of the tools described in this research producthave migrated to the CATTC, they were originally developed in theCCTB which offered the advantages of increased experimentalcontrol and reconfigurable simulators. In this case, the M1 tanksimulators in the CCTB were configured with SIMNET-compatible C3
prototypes and CVCC systems to support the ARI-Knox researchprogram.
Figure 3 illustrates the SIMNET architecture which hassupported the ARI program and the approximate physical locationof components within the facility. These components provide theframework within which the tools described in this ResearchProduct have been developed and implemented.
The architecture includes five major classes of components.The first class includes the simulators themselves shown in thesimulator bay. These M1 simulators are built to bereconfiurable so that components can be utilized as required fora particular training or testing exercise. Thus, a particularcomponent such as POSNAV or the CCD may be added to simulators tosupport a particular training or testing requirement. (The onlyexception to this modularity is the CITV which is integrated intothe simulator simulation software.) For the most recent ARI-Knoxresearch effort, simulators were configured to operate with CVCCprototype systems (including an integrated POSNAV, CCD, CITVcapability) or as standard baseline M1 simulators. The secondclass includes the automated Tactical Operations Center whichincludes workstations for battalion staff including anIntelligence Workstation, Operations Workstation, a Fire SupportWorkstation, a workstation which can be used as a Brigade or anExecutive Officer Workstation, a Combat Service Support (S4)workstation, and a large screen Situation Display. (A SENDutility for transmitting automated messages is currently embeddedin the S4 workstation.)
A third major component identified in Figure 3 and locatedin the simulator bay is the Stealth. The Stealth is a phantomvehicle which can be used to traverse the battlefield withoutdetection by battlefield participants. The Stealth has been usedfor a wide variety of purposes including terrain analysis,reconnaissance, and After Action Reviews (AARs).
12
Anm~yab WOdaAI
DaWie OKwPV
rv0
-m~ - - I I
(05= ~ FSO wWdd-
U-
Workeledon
Figure 3.* DIS architecture supporting ARI program
13
A fourth class of components reside in or adjacent to theExercise Control Room. They include:
1. A Management, Command and Control (MCC) system forcontrolling and monitoring manned simulators andimplementing fire support;
2. A SIIWET Control Console (SCC) for initializing anexercise and setting battlefield parameters;
3. Semi-Automated (SAFOR) stations for creating andcontrolling unmanned vehicles and aircraft, bothfriendly (BLUFOR) and enemy (OPFOR);
4. A Plan View Display (PVD) for providing a "birds eyeview" of the battlefield which can be used to monitorexercises and flag key events;
5. A LISTEN station to record digital messages; and
6. Radio nets for monitoring simulated SINCGARS radiotraffic and communicating between control stations andmanned simulators.
Finally, the computer room contains a set of components foruse in data recording and analysis including: (a) a file server,(b) a Data Collection and Analysis System (DCA) for on-linerecording of automated data and exercise playbacks (DataLogger),and (c) off-line reduction and analysis (Data Probe and RS/1Analysis Workstations). (Data Logger, Data Probe, and RS/1 areregistered trademarks of the BBN Software Products Corporation.)At present, all of these DCA components are only available attest-oriented DIS facilities such as the Mounted Warfare Testbed(MWTB) at Fort Knox. Currently, training-oriented DIS sites havethe file server and Data Logger systems to allow for recording ofall automated data and subsequent exercise replay.
Taken together, this architecture provided the structurewithin which the enhancements described here were implemented.It provides the larger picture for interpreting how the specifictools described in subsequent sections can be integrated within aDIS environment.
More specifically, the remainder of this Research Product isorganized into three main sections. These sections describe: (a)techniques for structuring simulation-based exercises; (b)strategies for eliciting and capturing C3 performance; and (c)approaches for demonstration, presentation, and analysis.
14
TECHNIQUES FOR STRUCTURING SIMULATION-BASED EXERCISES
This section presents three sets of tools for structuringsimulation-based exercises. These tools allow the trainer tonarrow the focus of an exercise to specific training tasks whichcan be executed in a shorter time period than an entire tacticalscenario. They also provide a mechanism for reducing thepersonnel requirements for a particular exercise. Thus, takentogether they offer tools for increasing training efficiency andimproving the effectiveness of a training exercise.
More specifically, three sets of structuring tools arediscussed below. They include: (a) tactical vignettes;(b) tethering and automated messaging; and (c) checkpointing.
Tactical Vigmettes
Tactical vignettes were developed by ARI-Knox to structureexercise settings which are more constrained in focus than a fullmission scenario and are capable of execution within a shortertime period. Two types of tactical vignettes were developed.The first are 'sandbox exercises' which are more open-ended andallow the unit commander to determine his course of action and tointeract with his unit to make sure that his intent isunderstood. The sandbox exercise then focuses on execution ofthe commander's selected course of action. The second are Odatacollection exercises* which are more constrained and intended tofocus on the execution of a specific course of action. Theformer type of tactical vignette provides a more general trainingtool, while the latter provides a more specific tool which can beused to address a more limited set of training objectives. Whilethe two types of vignettes differ in scope, focus, and purpose,they share common features described below.
Capsule Description. Tactical vignettes are short exercisesaimed at reinforcing crew skills, teamwork, reporting andnavigation skills. They are centered around one significantevent and generally last around 30 minutes. The significantevent is designed to create a flow of information to thecommander of the unit, to necessitate implementation of adecision by the commander, and to require execution bysubordinate units. This information flow is supported throughtactical radios as well as a prototype Command and ControlDisplay (CCD) housed in the simulator. This approach allowssoldiers to communicate by voice and digital messaging.
To conserve time and support standardized training, vehiclestarting positions are established electronically through aninitialization file so that vehicles are located consistent withthe Operations Order (OPORD). This file may also specify
15
unmanned vehicles which are "tethered" to manned vehicles toreduce personnel requirements (see following section for adescription of tethering). Measures of performance (MOPs)related to each vignette are specified for automated datacollection within the DIS environment. In some cases, radio netsare also monitored to collect performance data on reportingbehavior. Battlefield events may also be monitored using thePlan View Display (PVD). The PVD allows an observer to watchmovement, firing and other tactical events in real time as theyoccur during the exercise (see subsequent section on the PVD fora more detailed description). For any particular trainingexercise, vignettes are presented in a logical sequence withinthe context of the higher headquarter's OPORD.
Taken together, the ARI-Knox developed tactical vignettesprovide a set of "mini-scenarios" which can be used to structureshort, focused training exercises. They also provide a specificformat for developers wishing to create additional tacticalvignettes focused on specific training requirements. This formatincludes: (a) training objectives; (b) OPORD from higherheadquarters to provide a context for a set of vignettes; (c) anOPORD for the unit commander to initiate the vignette;(d) predefined terrain and starting locations specified in aninitialization file; (e) specifications of measures ofperformance (MOPs) for automated data collection; and (f) datacollection formats for radio/PVD monitoring.
Applications. The tactical vignettes developed by ARI-Knoxare essentially short, Situational Training Exercise (STX) liketraining events. As such, they support the emerging CombinedArms Training Strategy (CATS) presented in Coordinating Draft, TC17-12-2 (Department of the Army, 1991a), which designates STXsfor both active and reserve unit training. The specific datacollection exercises designed by ARI-Knox draw their respectivesignificant event from the Army Training and Evaluations Program(ARTEP) Mission Training Plan (MTP) for Tank and MechanizedBattalions, ARTEP 71-2-MTP (Department of the Army, 1988b).However, the tactical vignette format could be easily adapted bytraining developers to accommodate training tasks for the Tankand Mechanized Infantry Company and Company Team, ARTEP 71-1-MTP(Department of the Army, 1988c) or the Tank Platoon, ARTEP 17-237-10-MTP (Department of the Army, 1988d).
The format and structure of the tactical vignettes addressthree of the nine training delivery requirements which emerged inour interviews with the Armor and Combined Arms trainingcommunities. More specifically, they support: (a) standardizedtraining -- since training vignettes are standardized for start-up terrain and location; (b) iterative training -- since they areshort and allow for the completion of multiple vignettes within arelatively constrained time frame; and (c) objective feedback --
16
since MOPs and data collection formats are built into thetactical vignette format.
The tactical vignettes developed by ARI-Knox also addressspecific task areas identified as critical training requirements,particularly as seen by the Armor training community. Forexample, two critical C3 training requirements emerging fromthese interviews focused on managing incoming informationappropriately and using voice and digital communicationseffectively. Since the tactical vignettes are specificallydesigned to define a significant event that triggers a flow ofinformation between the unit commander and his subordinates andprovide mechanisms for both voice and digital communication, theyare well suited to these requirements. Table 5 illustrates thetraining objectives for one such tactical vignette. The secondand fourth objectives listed are particularly germane to thesetraining requirements.
Table 5
Training Objectives for One Tactical Vignette
EVENT A Tr INING OIJECTIVES
1. p llN ta"MvonP lal 5. Iml Coordnaton
• Cooinadon mammnd and senl- I 1oras- Platoons and
2. Coammnloatl"i l. re ed nt sw'uoha* Vles radio A and B nab (if bolh avallab0l)
3.Prse naIgato "point platoon
4 Pra cAo o prooodurs* Upwad oomm f m wingm n to Tactical OperatIons Cotr/Battalon
Comando omloonumolrom ToolieOpwationo C4~6@t/llamnConunlnwwo
bom famlr with sequence ndUs containt of a typicl" vpnes
The current tactical vignettes are also well suited to tworequirements in the maneuver area identified as critical in ourinterviews with the Armor community. These include operatingeffectively as crews and navigating on varied terrain undervaried conditions. Objectives 1 and 3 in Table 5 are directlyrelevant to these requirements.
Training objectives taken from a second tactical vignetteare shown in Table 6. They also illustrate the applicability of
17
this training format for communication and reporting (objectives
1 and 3) and maneuver (objective 2).
Table 6
Training Objectives for a Second Tactical Vignette
EVENT 8 TRAINING OBJECiVES
1. Rehnterce new manning anc net stuch3E
2. Pract tactical movement wlih vignette skucture* Emphase actions o contact
.Rednforce repon proodum" Generate & pmoe CONTACT & SPOT reports
P Proes Fragntwy Orde (FRAGOs) "undw SW
In summary, the tactical vignette format is a usefulstrategy for delivering STXs in a simulation-based environment.The specific vignettes developed by ARI-Knox provide "mini-scenarios" which can be used to train selected C3 and maneuvertasks, particularly crew skills, teamwork, reporting andnavigation skills. The tactical vignette format also provides amodel for training developers wishing to extend the existing setto other training requirements.
Resources. Two primary documents are available to potentialusers or developers of tactical vignettes for use in a simulationenvironment. They include:
O'Brien, L.H., Leibrecht, B.C., Ainslie, F.M., WillianG.S., and Smart, D.L. (1991). Research Dian for the combatvehicle command and control battalion-level formative evaluation.Volume 3 (ARI Technical Report). Alexandria, VA: U.S. ArmyResearch Institute for the Behavioral and Social Sciences.
Leibrecht, B.C., Kerins, J.W., Ainslie, F.M., Sawyer, A.S.,Childs, J.M. & Doherty, W.J. (1992). Combat vehicle command andcontrol systems: I. Simulation-based company level evaluation(ARI Technical Report 950). Alexandria, VA: U.S. Army ResearchInstitute for the Behavioral and Social Sciences. (AD A251 917)
Tethering and Automated Messaging
Tethering and automated messaging are two ARI-Knox developedstrategies for augmenting the capabilities of BLUFOR training inthe DIS environment. Tethering allows unmanned vehicles to beconfigured as subordinate units and to operate as members of theBLUFOR unit using the SAFOR capability. Automated messagingprovides a technique for simulating message traffic from theleader of the unit of unmanned vehicles. This technique relies
18
on the use of a prototype automated C3 device for receipt ofautomated messages in manned simulators.
While the following discussion focuses on the use oftethering and automated messaging to enhance the capabilities ofBLUFOR units, the reader should note that tethering is alsopossible when the SAFOR capability is used to represent theOPFOR. In this case, an OPFOR commander may operate on thedigital battlefield through a simulator with unmanned vehiclesconfigured as subordinate units using tethering. At this time,the automated messaging capability described below does not existfor the OPFOR; however, this capability could be providedrelatively easily if required.
Capsule Description. Tehrng is a strategy for augmentingBLUFOR units with subordinate units comprised of unmannedvehicles using SAFOR capability. There are two main modes forstructuring tethering. In the first mode, the Command mode,unmanned vehicles are configured as a unit (such as a platoon)and are stethereds to the manned simulator of their next highercommander (in this case, the company commander's (CO's) vehiclewhich is a manned simulator). The SAFOR unit then moves up andforms on the commander's simulator and responds to his ordersthrough the workstation operator. The SAFOR unit will move inthe formation and at the speed directed by the company commanderthrough the workstation operator (who acts as the subordinateplatoon leader).
The second mode is the Follow mode. In this case, units areconfigured without the unit command element (for example, aplatoon is established without its platoon leader). The threetanks are then tethered to the platoon leader and simply conformto his movement in a follow mode. Their appearance on thesimulated battlefield is identical to a fully manned platoon.
In this way, subordinate units comprised of unmannedvehicles can be "tethered" to manned vehicles in a variety ofconfigurations depending on training requirements and personnelavailability. While SAFOR has historically been used to portrayOpposing Force vehicles (OPFOR), this ARI-Knox designed strategyprovides a substantial increase in the training capabilities ofthe DIS environment. It allows for flexibility in manningtraining exercises and provides an approach for structuringexercises specified in the emerging Combined Arms TrainingStrategy (CATS) as described in Coordinating Draft, TC 17-12-7(Department of the Army, 1991a). These events include: (a)Tactical Exercises Without Troops (TEWTs), (b) Command PostExercises (CPXs), and (c) STXs. Use of tethering in structuringthese types of training events minimizes required personnelresources, increases training time in specific positions (such ascompany commander or platoon leader) since multiple iterations ofan exercise can be run in the time it would take for one
19
comparable field exercise, and retains realism without theaddition of personnel resources.
More specifically, tethered units of unmanned BLUFORvehicles are initialized, monitored, and controlled through theSAFOR BLUFOR station. (Four such workstations exist at the DISfacility at Fort Knox; however, the number may vary at other DISfacilities.) Initial files are created for each trainingexercise and scenario which allow units comprised of unmannedBLUFOR vehicles to be named, configured within the unit chain ofcommand and called up in their correct starting locations. Theinitialization process also allows the SAFOR operator to specifythe tethering mode in which the unit will operate (Command orFollow) as previously described. In addition, the marksmanshiplevel of the unit can be designated by the SAFOR operator as"Master," "Competent" or "Novice." A "Master" setting multiplesthe probability of hit by 1.00. A "Competent" setting multipliesthe probability of hit by 0.75. A "Novice" setting multipliesthe probability of hit by 0.50. The BLUFOR operator may alsodesignate the fire status of the unit vehicles. "Hold Fire"status indicates that vehicles will not be able to shoot. "Fireat will" indicates that vehicles will be able to shoot when adetected enemy is in range. These files are created and savedbefore a training exercise, then loaded prior to the start of theexercise.
Once the exercise begins, the BLUFOR SAFOR operator monitorsbattlefield events using the workstation. The SAFOR operator mayview the battlefield from one of two perspectives. The firstviewing mode is the Commander's View. This perspective allowsthe operator to view the state of the battlefield as seen fromthe unit commander's simulator. The second viewing mode is theOmnipotent View. This perspective allows the operator to viewthe entire battlefield without regard to the perspective of anyparticular simulator. In both viewing modes, the workstationprovides a top-down color map display showing the current stateof the battlefield. The operator can zoom or pan to any point onthe map display and can choose to display map features (such ascontour lines, Universal Traverse Mercator (UTM) grids, roads,water, trees and bridges) to facilitate the monitoring process.When the operator wishes to control a particular tethered unit,he or she may enter performance parameters such as movement,speed, and engagement activity using the keyboard.
The realistic portrayal of tethered units can be enhancedthrough a second ARI-Knox developed strategy, automatedmsginLg. This approach allows the SAFOR to send battlefieldmessages from the leader of the unmanned unit in real time. Thiscapability includes multi-echelon relay of messages as well asbuilt-in realistic time delays for message traffic. It allowstraining of higher echelon leaders using fewer personnelresources as well as enhancing the realism of unmanned "tethered"
20
units by providing a communications capability. This capabilityalso supports training of information acquisition, processing,and dissemination tasks by providing a mechanism to simulatemessage traffic and increase message load without increasingpersonnel.
More specifically, the SAFOR workstation can be used to setautomated reporting requirements for tethered units. Severaltypes of reports can be sent out to simulate message traffic froman unmanned unit leader including: contact, spot, shell,situation and ammo status reports. These messages are receivedby manned simulators as digital messages displayed on a prototypeC3 device called the Command and Control Display (CCD). The CCDallows commanders of manned vehicles to review, process, anddisseminate messages. Messages from unmanned simulators cannotbe distinguished from those sent by manned simulators. The SAFORmessaging capability provides automatic built-in time delays fortraining realism and relays across echelons as appropriate.
AMlications. Tethering and automated messaging providetools for structuring realistic simulation-based exercises whileminimizing the requirements for BLUFOR personnel. From atraining delivery perspective, these ARI-Knox developed toolsallow structuring of simulation-based exercises which meetseveral of the nine requirements identified by the Armor andCombined Arms training communities. Taken from Table 4 presentedearlier, they include requirements for: (a) standardizedtraining -- since the actions of unmanned "tethered" units can bespecified in the initialization files and controlled by the SAFORoperator; (b) hands-on training -- since individuals have greateraccess to simulation-based training because the personnelresources for any particular exercise are reduced; (c) cross-training -- since individuals within manned vehicles may tradepositions or be reinitialized to different positions withadditional units participating via tethering; (d) multipletraining iterations -- since the personnel requirements for anyparticular exercise are reduced using tethering and it is morefeasible to conduct multiple iterations of training exerciseswith participating personnel; and (e) greater training realism --since larger, more complex exercises can be structured with fewerpersonnel than would normally be possible.
Tethering has been used as a tool for structuring a varietyof training exercises focused on a range of training objectives.It provides a strategy for delivering more focused training onthe fundamentals of C3 (noted as critical by the Armor andCombined Arms training communities in our interviews) but keepingpersonnel requirements manageable. While many applications oftethering can be imagined, three types of applications are ofparticular value and potential interest to the Army trainingcommunity. These include the use of a horizontal slice, avertical slice and focused messaging, and are described below.
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The horizontal slice is illustrated in Figure 4. Thisfigure shows a horizontal slice at the company level. In thiscase, the Company Commander (CO), Executive Officer (XO), and thethree platoon leaders participate in the exercise in mannedsimulators. The remaining three vehicles in each platoon aretethered to their respective platoon leaders as unmannedsimulators. The reduction in personnel requirements structuredin this manner are substantial. If all the vehicles representedin Figure 4 were manned, fourteen four-man crews (or fourteenthree-man crews if an automatic loading capability exists in thesimulator) would be required for a total of 56 (or 42 with theautomatic loader) soldiers. In contrast, with nine tetheredvehicles, the personnel requirements are reduced to five four-mancrews (or five three-man crews with an automatic loader) for atotal of 20 (or 15 with the automatic loader) soldiers. Thisrepresents a 64% reduction in personnel requirements for anexercise structured in this way.
(HORIZONTAL SLICE)
IPLT 2PLT $PLT
SAP SAP SAP
Figure 4. A company-level horizontal slice using tethering
22
The horizontal slice is particularly useful for trainingfocused on a particular command level. Such trainingrequirements often occur in institutional training where coursesare focused on preparation for particular positions, such asArmor Officer Advanced Course (AOAC) which trains potentialcompany commanders and the Armor Officer Basic Course (AOBC)which alms at preparing future platoon leaders.
As an example, the horizontal slice is well suited tostructuring simulation-based training exercises for institutionalcourses such as AOAC and AOBC because it allows students greateropportunity to participate in the position for which they arebeing trained. The configuration shown in Figure 4 is wellmatched to preparing AOBC students for mounted tactical training(currently representing 160 hours of instruction in the AOBCProgram of Instruction or POI). A horizontal slice moved up anechelon to include manned simulators for the Battalion Commander(Bn Co), XO, and COs supported by tethered platoons could serve acomparable role for AOAC students. The current AOAC POI includestactical training for offensive and defensive missions (includingdeliberate attack, movement to contact, defense in sector, defenda battle position, and delay) which are well suited tosimulation-based exercises using tethering.
A vertical slice may also be configured using tetheringwhich provides manned simulators at each level of the commandchain with unit augmentation at each level by tethered, unmannedsimulators. For example, Figure 5 illustrates a battalion levelvertical slice. In this case, manned simulators are used atBattalion for the Bn Co and his Operations Officer (Bn S3). Atthe company level, manned simulators are used for one CO and hisXO with the remaining COs and XOs supplied as tethered vehicles.Similarly at the platoon level, one of the manned CO's platoons(including the platoon leader, platoon sergeant and two wingmen)participate in manned simulators. Other platoons associated withthe manned CO's vehicle as well as the other unmanned CO'svehicles are represented in the exercise using tethering.
Again, the savings in personnel requirements areconsiderable. As shown in Figure 5, eight manned simulators arerequired for one battalion level vertical slice. Usingtethering, the remaining 26 vehicles (three COs, three XOs, theremaining eight platoon vehicles tethered to the manned CO andtwelve platoon vehicles tethered to their respective unmanned COvehicle) can be represented without additional personnelrequirements. This strategy brings the personnel requirementsdown from 232 (four man crew) or 174 (three man crew) soldiers ifall simulators were manned to 32 (four man crew) or 24 (three mancrew) soldiers. using tethering. In this vertical slice example,the savings in personnel required is over 85%. It can be readilyseen that the conduct of the simulation-based exercisesthemselves, especially on an iterative basis, are muzh more
23
logistically feasible using tethering as a structuring tool forthe exercise.
BATTAUON
COOW
A 1PLYT WMLT ONIPT iSAF SWF
NTN
wsm -A
Figure 5. A battalion-level vertical slice
A vertical slice structure is particularly applicable totraining objectives focusing on the C3 interactions up and downthe chain of command. This focus is, of course, of particularimportance in unit training where leaders must learn to worktogether effectively. The emerging battle-focused Combined Arms
24
Training Strategy (CATS) currently under coordination by theArmor community as Coordinating Draft, TC 17-12-7) (Department ofthe Army, 1991a) calls for a number of training events that arewell suited to a vertical slice training strategy. These includeTactical Exercises without Troops (TEWTs) and Command PostExercises (CPXs) in particular.
Finally, focused messagina is a third application which isemerging in importance. Focused messaging uses the automaticmessaging capability of the SAFOR to provide real time generationof battlefield messages from the leaders of tethered units.These messages can be focused in content and format depending ontraining objectives and can be relayed across echelons withappropriate time delays built in. (Automated messaging can befurther enhanced with the use of the SEND utility described in asubsequent section of this Research Product.)
There are at least two important training applications forfocused messaging. First, messages can be formulated to serve asprompts for leader action. This approach provides leaders with astructured opportunity to deal with specific types of C3 problemswithin a tactical situation. For example, the Mission TrainingPlan for the Tank and Mechanized Infantry Company and CompanyTeam, ARTEP 71-1-MTP, (Department of the Army, 1988c) identifiesthe following subtask associated with the sustainment of combatoperations: "The commander, XO, and lSG analyze the mission withinput from key NCOs and leaders to determine anticipatedammunition, supply and service requirements" (Subtask 12, p. 5-198). Focused messaging allows messages to be formulated priorto the exercise which will give company leaders the opportunityto deal with specific combat service support (CSS) planning ofthis type.
Secondly, the automated messaging provides a strategy fortraining information management skills. As noted in theinterviews described in the introductory section, there is agrowing recognition within the Army community of the importanceof training leaders to process and manage informationeffectively. These skills are becoming increasingly important asthe Army moves toward the fielding of automated C3 devices withdigital messaging capabilities (see, for example, Henderson,1992).
Figure 6 provides a graphic representation of the automatedmessaging capability. Essentially, this capability allows forthe transmission of messages from leaders of unmanned units usingthe SAFOR to manned vehicles. It should be noted that automatedmessages will always originate from the commander of the unitrepresented by the SAFOR even though there are multiple unmannedvehicles comprising his unit. So, as shown in Figure 6, allautomated messages originate for the platoon leader (A21) and are
25
transmitted to the CO. (Automated messages cannot originate fromother vehicles in the platoon; i.e. A22, A23, A24.)
V619" I k T
imp
AU
Vedf A CO CDR
Figure 6. Automated messaging to support training of informationmanagement skills
Automated messaging allows a greater number and more typesof messages to be sent than might otherwise be possible. Thesemessages are received by the manned vehicle in digital form usinga prototype C3 device housed in the simulator. The leader in the
26
manned vehicle in then faced with the opportunity to acquire,process and disseminate this information efficiently andeffectively.
Army training doctrine is currently evolving and can beexpected to more explicitly articulate training tasks related toinformation acquisition, processing and dissemination (i.e.,information management) in the future. However, bothinstitutional and unit training currently focus on selectedaspects of information management which lend themselves well totraining using automatic messaging. For example, from aninstitutional training perspective, the AOBC POI currentlyincludes sections on combat communication techniques andbattlefield information reporting. An example from a unittraining perspective is the Mission Training Plan for the Tankand Mechanized Infantry Battalion Task Force, ARTEP 71-2-NTP(Department of the Army, 1988b) which includes the task,"Maintain Communications" as an element of Battalion Command andControl. While the specific subtasks associated with this taskfocus primarily on radio communications, digital communicationsrepresents an alternative communication means.
In summary, tethering and automated messaging are powerfultools for structuring training exercises that take full advantageof the SAFOR capability within a simulation environment. Theyprovide a flexible strategy for reducing personnel requirements,focusing the training experience on key positions andsupplementing message traffic to support specific trainingobjectives. (Readers should note that the current SAFORcapability within the DIS environment is scheduled to be updatedwith a modular semi-automated forces (MODSAF) capability duringthe summer of 1993. Documentation on MODSAF is expected to beavailable in DIS facilities at that time.
Resourca. A number of documents on the use of the SAFORworkstation are available for the prospective DIS user. Chiefamong these is the User's Guide for the workstation:
Saffi, M.R. (1991). SIMNET semi-automated forces: Thecombined arms workstation user's guide (Report No. 7025).Cambridge, MA: BBN Systems and Technologies Corporation.
Also available are updated release notes publishedperiodically and typically appended to the User's Guide availablein the DIS facility. Unpublished materials include a set ofbriefing charts entitled "SAF Troubleshooting Guidelines" andSAFOR Operator Instructions.
27
Checkgointing
Checkpointing is a software utility that is housed on the BnTOC workstations. Checkpointing allows the current state of anexercise to be saved so that it can be retrieved at a later time.
Capsule Description. Checkpointing essentially allows anexercise to be "frozen" and saved for future use. When thecheckpointing utility is invoked, the current state of allworkstations and simulators configured on the network with whichthe user's workstation can communicate is saved. For example, ifa network were configured with three TOC workstations (theIntelligence, Operations and XO workstations) communicating withsix Ml tank simulators, the checkpointing utility would send'messages to all three workstations and all six simulators to savetheir current states. For the workstations, the current stateincludes: location of map center, map scale, Bn TOC location,all overlays belonging to a particular workstation, the set ofoverlays visible at the time of checkpointing, all messages inthe system and their distribution (that is, to folders, journaland workbook) and all formats belonging to a particularworkstation. For the simulators, the current state includessimulator location, and fuel and ammo status as well ascomparable elements housed within the Command and Control Display(CCD).
The checkpointing utility has four main functions. Thefirst, Checkpoint, allows the user to save the current state ofan exercise. This function requires the user to select theCheckpoint option and to enter a name for the checkpoint file tobe created. The software then creates the checkpoint file asnamed which includes the current state of all communicatingsimulators and workstations on the network and records the dateand time that the exercise state was saved.
The second checkpointing function, Delete, allows the userto delete checkpoint files that are no longer needed. Sincethese files require a considerable amount of disk space, it isdesirable to delete files after the requirement for their use haspassed. Using the Delete function is a simple matter ofselecting the function and the file name and confirming theselection. The software then deletes the selected checkpointfile.
The third checkpointing function, Restart, allows the userto restart an exercise at the point where it was previously"frozen". The user simply selects the Restart function and thename of a previously saved checkpoint file and confirms theselection. These actions restore the exercise to itscheckpointed state and changes screens at workstations and in thesimulators to reflect the status of the restarted exercise.
28
The fourth checkpointing function, Shutdown, allows the userto conclude an exercise. This action requires the user to selectthe function and to confirm the selection. At this point, allworkstations and simulators on the network are shut down.
Aplications. The checkpointing utility offers numerousadvantages from the perspective of training in a DIS environment.From a training delivery view, checkpointing allows the trainerto "freeze" scenarios at key points which are well suited fordemonstration of an important teaching point. Furthermore, sincescenarios can be saved at any point within the engagement,training exercises do not necessarily need to start at thebeginning of a scenario. Thus, exercises can be shorter induration without loss of training value and training time can beused more efficiently. These efficiencies allow for the deliveryof a greater frequency of training exercises and more iterationsof exercises focused on specific tasks than would otherwise bepossible. The latter requirements for training delivery wereperceived as particularly important in our interviews with theArmy training community.
There are at least three specific training applications forwhich the checkpointing utility is well suited. Theseapplications, which emerged as important training requirements inour interviews with members of the training community at FortKnox and Fort Leavenworth, can be used for both institutional andunit training. They include using checkpointing to buildscenarios for training: information management skills,fundamental C3 skills, and operation as an integrated battalionstaff.
With the advent of automated digital communications,information management skills are becoming increasinglyrecognized within the Army community as important for success onthe battlefield. While current Programs of Instruction (POIs)within the institutional training community and current MissionTraining Plans (MTPs) intended for unit training do notexplicitly call them out, it is reasonable to expect that theseskills will be included as automated command and control devicesare fielded.
ARI-Knox has recently developed an Information ManagementExercise (IMEX) using the checkpointing utility in a DISenvironment. The IMEX is intended to provide individual trainingto soldiers on the receipt, processing and dissemination ofinformation using automated digital communications. The exerciseuses a network of four double-screened workstations to provide atraining exercise which can accommodate four participants at atime. One of the monitors at each workstation displays anautomated CCD which is used by the student to manage tacticalinformation. The other monitor is used for presentinginstructional materials to students including training
29
objectives, tactical information such as OPORD extracts, controlmessages and feedback on performance (see Winsch et al., inpreparation, for a complete description of the INEX).
The checkpointing utility was used to create starting statesfor the training vignettes used in the INEX. For each vignette,overlays for the tactical map and "old" (i.e., previouslyreceived) messages were sent to a workstation with CCD softwareto establish the starting state of the display for each vignette.Once the training developers were satisfied that the displayrepresented an appropriate starting point for the vignette, thefile was saved using the Checkpoint function. Four checkpointfiles were created in this manner, one for each vignette. Duringan actual exercise, the checkpoint file for a vignette is simplyactivated at the appropriate time using the Restart function.(The messages for student actions are transmitted to theWorkstation using another ARI-Knox developed utility, SEND. Thisutility is described in the following section of this researchproduct.) In this way, the checkpointing utility provides avaluable tool for structuring short, focused exercises (such asthe IMEX vignettes) for use in DIS-based exercises.
A second rich application area for checkpointing is in thetrainina of fundamental C3 skills. The importance of theseskills was consistently underscored in our interviews with theArmy training community. The prevalent view was that since theimportant C3 skills have been well articulated in trainingdoctrine, the training requirement centers on developing moreeffective training approaches.
Checkpointing can be used to create a library of exercisefiles related to training specific C3 skills. This library couldcontain files aimed at the same training objective or task toallow for multiple iterations and practice until the standard isachieved. These files could also be sequenced to requireperformance under increasingly difficult conditions. It wouldalso be possible to sequence these sets of checkpointed files sothat they provide a basis for conducting a series of exercises onC3 skills.
Specific examples of C3 skills for which training exercisescould be structured in this way can be found in the MTPs for the:tank platoon, ARTEP 17-237-10-MTP (Department of the Army,1988d); the tank and mechanized infantry company and companyteam, ARTEP 71-l-MTP, (Department of the Army, 1988c); and thetank and mechanized infantry battalion task force, ARTEP 71-2-MTP(Department of the Army, 1988b). Table 7 highlights illustrativeC3 tasks in the planning phases from the company and company teamMTP which could be treated in this way. While these tasksrepresent a planning cycle that can be trained from beginning toend, it is noteworthy that this is a multi-step process which istime consuming to undertake and train. Using the checkpointing
30
utility, it would be possible to build a scenario which focuseson one task within the cycle, such as developing courses ofaction. In this case, the company team commander would beprovided with the tactical situation and related informationgenerated to that point. The training exercise would focusspecifically on the task of generating courses of action andcheckpointed scenarios could be structured to allow him theopportunity to perform this task under different conditions andwith varying amounts and nature of information available.
Table 7
Fundamental C3 Task at Company-Level Appropriate for CheckpointedTraining Scenarios (From ARTEP 71-l-NTP; note that subtasks arenot shown).
"The Omp"any team mandw
I. -revew Vhe OPORD2. perfonms a mission analysis&. isause a wavning oder4. d- -lop coures of action-& malm a tnaiv plan
* The sampany tam:
&. itate movement as requird for quartering part, seisote units,or ans teamw
7.o n*duote sn
"Th. cmpany commasnder:
&. complftes th. plan based on MEr-T, Intelligence fromn Viwreconnaissac
and other avable resources9. Issues he orders to h subordinate leaders
The key point here is that the DIS environment coupled withthe checkpointing utility allows trainers to carefully structureshort, focused exercises aimed at specific C3 trainingobjectives. Instead of having to start at the beginning of ascenario, the tactical situation can be "fast forwarded" to apredetermined point which has been saved for later restart usingthe utility. This approach offers greater efficiency in the formof training time saiings and greater effectiveness in the form ofincreased focus on specific training tasks and objectives.
Finally, a third application area well suited to the use ofcheckpointing is training operation as an integrated battalionstaff. This area was emphasized as an area of critical trainingimportance, especially in our interviews with members of thetraining community from the Combined Arms Command at FortLeavenworth.
31
Operating as an integrated battalion staff is a difficultand complex training task. Staff officers must not only know howto perform the tasks associated with their own positions, theymust learn to work together effectively. Working together meansnot only understanding each other's working style andcoordinating efforts in an effective manner, but also havingsufficient understanding of the tasks performed by other staffofficers so that appropriate information can be provided at theappropriate time.
Checkpointing allows battalion staff officers to worktogether on one set of tasks at a time rather than requiring themto perform all tasks over the course of an entire scenario. Asin the company example above, this focus allows more efficientuse of training time and a more constrained set of training taskson which to focus. Examples of tasks taken frum the MissionTraining Plan for the Tank and Mechanized Infantry Battalion TaskForce, ARTEP 71-2-MTP (Department of the Army, 1988b), include:(a) staff develops an OPORD from the commander's guidance;(b) commander and staff coordinate and refine the plan; and(c) Task Force leaders command and control the execution. Ofcourse, training should eventually include a full-up scenariofrom beginning to end so that battalion staffs have theopportunity to perform the full cycle of required tasks.Howevir, building up from smaller sets corresponds to the Army'scrawl-t"A run philosophy of training which calls for gradualincrevie.t .n difficulty and complexity.
Furthermore, shorter checkpointed scenarios also offeropportunities for cross-training. Individuals can switch staffpositions and checkpointed scenarios can be repeated to providethem an opportunity to perform in another role; thereby gainingan understanding of the skill requirements across various staffpositions. The need for such cross-training also emerged in ourinterviews at Fort Leavenworth as an area requiring attention inArmy training.
A final aspect of battalion staff integration which lendsitself well to the use of checkpointed scenarios is training forshift changes and movement of battalion command posts (CPs).Battalion staff members typically work a 12 hour shift in acombat situation. When they resume their duties after a shiftchange, they must quickly become updated and prepared to dealwith conditions which have changed in their absence.Checkpointed scenarios provide a mechanism for training smoothshift hand-offs by structuring opportunities for battalion staffto perform under one set of conditions and timeframe and then toundertake their duties in a second scenario checkpointed toreflect changes which have occurred in their absence. A similarapproach could be taken with the movement of CPs, since a "CPjump" requires battalion staff to alter their perspective to thenew location and quickly update their picture based on eventsthat may have transpired during their physical relocation.
32
In summary, checkpointing is a very useful tool forstructuring training exercises in a DIS environment. It allowsscenarios to be "frozen" at a particular point for futurerestarting. Thus, shorter, more focused training situations canbe established which allow units and soldiers to focus in on arestricted set of training tasks. This focus avoids the dilutionwhich sometimes occurs when many training tasks are addressed ina single exercise and allows for efficient use of training timesince it is not necessary to start at the beginning of a scenarioor to experience all of the events which lead up to a given pointon the battlefield.
R Users interested in the checkpointing utilityshould consult the Bn TOC Workstation User's Guide. This guidecontains a section with specific instructions for using the fourfunctions of the checkpointing utility (see pp. 3-6 - 3-8).
Bolt, Beranek & Newman, Inc. (1991a). SIMNET CVCC BattalionTactical Operations Center (Bn TOC) Workstation User Manual(Release 1.5, Report No. 7629). Cambridge, MA: BBN Systems andTechnologies Corporation.
STRATEGIES FOR ELICITING AND CAPTURING C3 PERFORMANCE
overvie
This section describes four tools for eliciting andcapturing Command, Control, and Communication (C3) performance.The first strategy provides the capability for trainers to useprototype devices within the DIS environment to prompt C3behaviors of leaders and to record their performance. The secondtwo strategies provide supporting utilities which minimizepersonnel requirements for C3 exercises and produce a writtenrecord of soldier actions. Finally, the fourth strategy providesa mechanism for examining the effectiveness of C3 performance bycomparing the correspondence between the maneuver of blue forceunits and the location of their designated control measures.Thus, they serve as important tools for planning and deliveringtraining of C3 skills and for providing objective feedback onperformance.
The four strategies are presented below. They include(a) instrumented devices; (b) the SEND utility; (c) the LISTENutility; and (d) a control measure performance measurementsystem.
Instrumented Devices
The use of instrumented devices is a strategy developed toelicit C3 behavior in a realistic manner and to capture measuresof performance for use in training feedback. This approachcapitalizes on the capabilities of the DIS environment by
33
introducing a C3 device into reconfigurable Ml simulators andbuilding data hooks into the device software so that theperformance of soldiers on these measures can be captured usingthe data collection and analysis system.
Capsule DescriDtion. Use of instrumented devices forconducting C3 training in a simulator-based exercise requiresconfiguration and integration of four major capabilities withinthe DIS environment. These capabilities are: (a) reconfigurationof the vehicle simulators; (b) development of the instrumenteddevice; (c) specification of data hooks for desired automatedmeasures of performance; and (d) use of the data collection andanalysis system.
Figure 7. A reconfigurable simulator equipped with digitizedtarget acquisition and automated command, control, andcommunications device
An important capability in the DIS environment is the natureof the simulators.themselves, more specifically, theirreconfigurability. Simulators are built to facilitate changes inthe physical configuration of weapons, sensors, and command and
34
control systems. Crew compartments are made of modularcomponents that can be rearranged into different configurations.Maximum use is made of "soft* programmable switches activated bya touch screen to make the layout of new controls a computerprogramming task rather than requiring the hard wiring of actualswitches. Standard computer terminals and displays are used inthe simulators so they can be easily used and reused.
Figure 7 illustrates the vehicle commander's workstationwithin a reconfigurable simulator. This particular simulator hasbeen configured to include a digitized target acquisition systemcalled the CITV to the front of the commander. An automated C3device, referred to as the Command and Control Display (CCD), islocated to his right.
Both of the devices depicted, the CITV and CCD, weredeveloped by ARI-Knox for incorporation into the reconfigurablesimulator. They are described here as examples of instrumenteddevices that can be developed and housed in a reconfigurablesimulator for use in training.
Figure 8. Close-up drawing of the instrumented devices housed
within the vehicle comander's crewstation
35
A close-up drawing of the two instrumented devices is shownin Figure 8. Turning first to the CITV, located at the front ofthe commander's station, this device affords the vehiclecommander an independent thermal battlefield viewing capabilityand an independent laser range finder (LRF). (A more completedescription of the CITV can be found in Ainslie et al., 1991.)
The vehicle commander controls the operation of the CITV bymaking inputs through functional switches on the display andthrough push buttons on his control handle. As shown in Figure8, control switches are arrayed around three sides of the centraldisplay screen. These controls include: a power switch with OFF,STANDBY, and ON positions using a three position toggle switch;push-button selector switches for modes of operation; a two-position, push-button switch for polarity; and autoscan controlswitches for setting right and left scanning sector limits andadjusting scan rate.
TOP VIEW
CITVLASE DESIGNATE
SIDE VIEWAftL CITY
MAGNIFICATIONi 4--3X 10X d
THUMBCONTROL
ttPALM--- -
SWITCH
Figure 9. Drawing of the coumander's control handle withfunctions labeled
As noted above, the CITV device also includes a commander'scontrol handle as shown in Figure 9. The handle is physically
36
located below the display and in front of the commander's seat.It has push buttons for switching magnification, operating theLRF, and designating targets.
A second device which ARI-Knox has developed for use in thereconfigurable 41 simulator is the CCD. This device is housed ina computer display mounted to the right of the vehicle commander.A schematic drawing of the display is shown in Figure 10.
The CCD display has five main functional areas. Theyinclude: (a) a full-feature, five-color tactical map with an iconindicating the direction of his vehicle; (b) an informationcenter displaying the date/time group, own grid location, ownvehicle heading, and own call sign; (c) a fixed array ofdedicated soft-switch menu keys accessing specific functions;(d) a working menu area displaying queue/file listings, sub-menus, and selected functions; and (e) a message receipt alertkey. The CCD has three primary sets of functions which can beorganized around the tactical map, navigation, and reports.
-ORMATION
I~CENER
A24 l, dg 221
ES 4m 0279
Route savedTACTICAL MAP
-N -E-
CONTACT CF] C M P
F MAIN
KEYS
Figure 10. Schematic drawing of the CCD user interface
37
The CCD tactical map displays the terrain surrounding thetank's location using a UTH grid representation. The map can beadjusted to four different scales and optional terrain featuresselected for display. The map can also display graphic overlaysreceived digitally and can be scrolled to enable the vehiclecommander to set the positioning of the map relative to his tankicon. The map has the capability to display key symbolsrepresenting battlefield information including report-based androute-based icons. In addition, the map displays automaticallythe position of all friendly vehicles equipped with POSNAVlocated on the terrain segment currently displayed (referred toas "mutual POSNAV").
CCD navigation capabilities assist the vehicle commander inmaintaining proper orientation and direction through display of adirectional own vehicle icon on the tactical map. The UTH gridlocation and grid azimuth heading provided in the CCD informationcenter is also designed to assist the commander in this area.The CCD also allows the vehicle commander to create and modifyroutes (consisting of up to six waypoints) and to send routeinformation to his driver. These routes can also be transmitteddigitally to other vehicles in his unit. In designing thisnavigation sub-system, ARI-Knox developed a modular Steer-to-Display for the driver's compartment as shown in Figure 11. Thisdisplay was mounted to the right of the driver's steering column("T-bar"). It presents alphanumeric information about the tank'scurrent and required heading, as well as distance from the nextwaypoint on the route.
The CCD also supports the preparation of reports throughmenu-driven screen forms. Fill-in fields can be entered byselecting inputs from sets of options provided by the CCD. Whenheading or location information is required, this information canbe provided through grid inputs from the tactical map or lasingto a vehicle or terrain point using the CITV. The CCD supportsdigital transmission and receipt of reports over a simulatedradio interface unit.
The vehicle commander controls all CCD functions through acursor which appears on the display screen. He selects menus andfunctions by positioning the cursor on the desired key.Manipulation of the cursor can be accomplished in two ways: (a)touching the face of the touch-sensitive screen with his finger,or (b) using a thumb control mounted on his control handle (seeAinslie et al., 1991 for a full description of the CCD).
The CITV and the CCD serve as examples of the types ofprototype devices which can be developed and introduced intovehicle simulators within the DIS environment for use in trainingexercises. However, in addition to the use of reconfiurablesimulators and the development of such prototype devices, there
38
is a third aspect of the development process which is criticaland should not be overlooked by potential users. This phasefocuses on the specification of desired measures of performanceand the implementation of software hooks to capture these data.A major advantage of the DIS environment is the capability tocollect automated measures of performance and to analyze thesedata for use in providing training feedback. But it must beemphasized that when new devices are introduced into simulators,measures must be specified ahead of time and data hook builtwithin the software so that the system is capable of collectingthese data later during an exercise.
Figure 11. Drawing of the driver's T-bar showing the Steer-to-Display on the right
ARI-Knox has specified automated measures for both the CITVand the CCD and has developed the data hooks needed to capturedesired data. These measures are largely intended to captureequipment usage and are identified in Table 8.
The data hooks for these measures were developed to generatedata packets triggered by the user's activation of the system(e.g., a CCD soft-switch press) or by timed cycles (e.g.,sampling every 30 seconds). These data packets are broadcast by
39
each simulator over the Ethernet and are collected, stored andanalyzed using the facility's Data Collection and AnalysisSystem. (Currently, the full DCA capability is limited to test-oriented sites such as the Mounted Warfare Test Bed.)
Table 8
Automated Equipment Usage Measures
ccou museo
ouut of iod n *ask OW @@dPWsM 4of UIW hiphi ID upon by Nee droS.
eom Iie m omr up brost o e" OWaled
*uolmuon. repsalod *am mcdv quo.eporoM.6nropole -le081d*Pamou.upn ulsyWWOd bpympottypo
0o Nou'b. o ets relayd
** cm 019MOMAN Mus=Do
eoo n .'lh oebnleahg odeo p olgnl mInSodb. Lood
ies Wageof ts~ our hi UqW sleek
The Data Collection and Analysis System collects, reduces,and analyzes the data packets generated during an exercise andbroadcasts over the Ethernet by individual simulators. Thesedata packets include those routinely generated by simulators andthose for which specialized data hooks have been developed asdescribed above.
Data packets are collected using Data Logger, a mass storagedevice consisting of both hard disk and magnetic tape recordingdevices. The Data Logger stores packets directly to disk or tapefor use in subsequent analysis or replay on a dedicated display.(This display, called the Plan View Display, is described in asubsequent section of this research product.) Replaycapabilities include standard VCR-like capabilities such as fast-forward, freeze and playback starting at a specified time. Anadditional playback capability is "time travel" which includesthe ability to play the exercise back into a simulator and allowthe soldiers to drive around the battlefield and observe theexercise from ground level and from any location they choose.
The data analysis system allows recorded data from anexercise to be taken from the Data Logger and ported to a dataanalysis subsystem running on a Micro VAX computer with highresolution color terminals. Two analysis software programs,
40
DataProbe and RS/i (both registered trademarks of BBN SoftwareProducts Corporation), are designed to extract, organize andanalyze data.
DataProbe in an interactive, graphics-oriented data analysisand display software package. It extracts desired data fromlarge quantities of data resident on the system and can be usedto perform tabular and graphic analyses. Data can also berelayed to RS/1 for further analysis.
RS/i contains data base management and statistical analysisfeatures. Once tabulated, data can be rearranged, statisticallyanalyzed, and graphically displayed. Statistical analysesinclude standard descriptive statistics, as well as inferentialstatistics such as analysis of variance. Graphic displaysinclude two and three dimensional graphs, bar graphs and piecharts.
In summary, the use of instrumented devices provides avaluable strategy for C3 training; specific applications arediscussed in the following section. However, the potential usermust keep in mind that the use of such devices requiresintegration of four major capabilities within the DISenvironment: the reconfigurable simulators, the instrumenteddevice, data hooks for capturing desired automated data, and thedata collection and analysis system. The need to carefullyspecify desired measures of performance related to operation ofthe device and to implement data hooks to capture them as part ofthe software development process must be emphasized.
AMlications. The use of instrumented devices in asimulation-based environment is a forward looking trainingstrategy. The Combined Arms Training Strategy (CATS) in generaland the Armor training strategy as a component of CATS both callfor a move toward a device-based training strategy. Thisapproach calls for increasingly greater reliance on simulationfor training and limited use of field exercises.
The Coordinating Draft of TC 17-12-7 (Department of theArmy, 1991a) lays out the CATS for the Total Armor Force (TAF).The vision for unit training is "to establish an environmentwhich trains armor and cavalry (armored and light) units andcommanders to tactically maneuver and to aggressivelyoperate/employ their equipment while objectively evaluating crewthrough battalion proficiency" (p. 1-6). The TAF view ofinstitutional training calls for "train(ing) all TADSS (TrainingAids, Devices, Simulators and Simulations) used in the field inthe institution . . . to produce confident, technicallyproficient leaders and soldiers" (p. 1-11).
Two features of this vision are particularly relevant.
First, the expectation is that units and commanders will train
41
with the equipment they will use in the field in a simulationenvironment. The second is the emphasis on objective evaluation.The use of instrumented devices supports both of theserequirements. Instrumented devices provide a mechanism forincorporating simulated devices into a simulator and forcapturing performance data for use in training feedback.
The specific use of C3 instrumented devices discussedreflects the anticipated fielding of automated, vehicle-baseddevices to support the C3 process. The IVIS (IntervehicularInformation System) Operational Concept published by the U.S.Army Armor Center (Henderson, 1992) also illustrates planning toincorporate such C3 devices into tactics, techniques, andprocedures. However, specific training programs to meet theseemerging training requirements still await specifications.
It is instructive to note that the training requirementsreflecting in emerging publications were also recognized bymembers of the Armor and Combined Arms training communities whichwere interviewed. More specifically, they called for needs for:(a) "plug-in" C3 devices which could be used for training; (b)objective feedback; and (c) training on specific C3 skillsrequiring use of automated C3 devices such as using voice anddigital communications effectively, managing incoming informationappropriately, and maintaining manual skills underlying the useof automated C3 devices.
Training doctrine such as Programs of Instruction (POIs) forinstitutional training and Mission Training Plans (MTPs) for unittraining can be expected to evolve to include tasks explicitlyaddressing the operation of fielded technology devices and theintegration of these devices into battlefield performance. Inlight of CATS and specific Armor strategies for the TAF, it islikely that instrumented devices will play a major role instrategies adopted to train these tasks.
There are at least two major application areas well suitedfor instrumented devices for training. These include otraining, likely to occur at the institutional level; andintegrated usaae of the eouiDment in a tactical situation, likelyto occur at the unit training level.
Operator trainina is most likely to be conducted in theschools using individual vehicle simulators equipped with thedevice to be trained. In addition to physical housing of areplica of the device in the simulator along with the softwarerequired to make it functional, measures of performance and theirassociated data hooks would also be implemented. Thisinstrumented device strategy would allow soldiers and leaders tobecome proficient in the skills necessary to operate the deviceand to receive objective feedback on their performance. Placingthe device within the vehicle simulator adds realism as well as
42
requiring the operator to learn how to operate the device withina similar physical environment as it will ultimately be used.
A12 0
All
Figure 12. Individual vehicle/vehicle route planning (from IVISOperational Concept)
Figure 12 illustrates one example of operator training usingan individual vehicle simulator. Vehicle A12 is equipped vith anautomated C3 device which supports navigation through routeplanning on a tactical map. In this case, the operator is beingtrained in skills for planning routes and transmitting them toanother vehicle All. Numerous other examples corresponding toother functions can be easily imagined.
In cases where time permits, institutional training settingsmay opt to conduct operator training on stand-alone devicesinitially. Once operators have become proficient with the standalone component, they could move to the vehicle simulatorsequipped with the device for more advanced training. Thisapproach corresponds to the Army's acrawl-walk-runo philosophy oftraining.
43
Intggrated usae of the eguiDmnt in a tactical situation ismost likely to occur in a unit training situation. In thissetting, it is likely that multiple vehicle simulators would beconfigured on a network and a tactical scenariu developed todrive the training exercise. Each simulator would be equippedvith the instrumented device and use of the device would serve asone skill area to be trained in the course of the exercise.
72 73 74 7
ANd All 2F 0
Figure 13. Platoon-consolidated vehicle directed fire sketches(from IVIS operational Concept)
Figure 13 presents one example in a platoon exercise. Inthis case, the platoon leader receives the upcoming missiongraphics by digital transmission. He is able to begin platoonmission planning and coordination while the company commanderrefines the tactical plan and graphics. Using the instrumenteddevice, the platoon leader is able to receive information bearingon the platoon fire plan from individual vehicle commanders. Heis then able to develop a consolidated direct fire plan using hisdevice, which includes these inputs as well as control measuresand graphics necessary for the command and control of theplatoon. Usage measures incorporated via data hooks in thesoftware would allow feedback to the platoon leader and hissubordinates on the effectiveness of their device usage duringthe planning phase of the mission. This approach could also beapplied through the execution of the platoon's mission. Similarexercises at higher echelons could also be structured along theselines.
In summary, the use of instrumented devices for training islikely to become widespread as CATS and the move toward a device-based training strategy is implemented. Instrumented
44
devices provide a cost-effective approach for training skills onequipment operation and their integration within a tacticalsituation using a simulation-based environment. Furthermore,they offer the advantage of providing objective measures ofperformance which can be collected from the automated data streamfor use in training feedback.
Resouraces. There are two major sets of documents whichpotential users may wish to consult. The first describes ARI-Knox's development of two instrumented devices, the CITV and theCCD:
Ainslie, F.M., Leibrecht, B.C., & Atwood, N.K. (1991).Combat vehicle command and control systems: III. Simulation-based company evaluation of the soldier machine interface (SMI)(Technical Report 944). Alexandria, VA: U.S. Army ResearchInstitute for the Behavioral and Social Sciences. (AD A246 237)
The int-rested user should note that this report describesprior development activities by ARI-Knox in the instrumenteddevice domain and provides additional references.
The second set of references describes supportingcapabilities in the DIS environment including reconfigurablesimulators and the data collection and analysis system:
Garvey, R.E., Radgowski, T., & Heiden, C.K. (1988). SIMNET-D standina oDerating orocedure (Report No. 6929). Cambridge, MA:BBN Systems and Technologies Corporation.
Interested users may also wish to consult an unpublishedpaper available in the Fort Kr.ox DIS facility or from ARI-Knoxwhich provides additional information in these areas:
Radgowski, T. & Garvey, R.E. (undated). SIMNET-D: Combatmodeling throuah interactive simulation. Cambridge, MA: BBNSystems and Technologies Corporation.
SEND Utility
The SEND utility is a software tool for creating and sendingdigital messages to vehicle simulators or Bn TOC workstationswithin the DIS environment. SEND offers numerous advantages totrainers including the capability to simulate message trafficwith minimal personnel requirements, to standardize theconditions for vehicle-based training as well as the training ofbattalion staff, and to deliver training concurrently to multipleindividuals assigned to the same position.
Capsule Descrition. The SEND utility is a software programwhich runs on a SPARC workstation. SEND is intended to be usedin conjunction with an automated command and control display that
45
allows digital messaging and is housed in a vehicle simulatorand/or a Bn TOC workstation which allows the receipt of digitalreports.
The SEND utility can be used to create and transmit seventypes of digital reports including: Call for Fire (CFF),Contact, Shell, Situation, Spot, Intel and free text. When afile for a specific report is created using SEND, it contains thefollowing identifying information in addition to the type ofreport and the information particular to that report:
1. The network over which the report is to be sent;
2. The call sign for the duty position of the reportoriginator;
3. The relevance of the report (designated as high,medium, low); and
4. A unique identification number assigned by theoriginator to identify the report.
SEND can be used to create an individual report (called aSEND file), to sequence multiple reports and to specify thetiming of their delivery (called a VIGNETTE file), and to groupindividual reports and vignettes into larger sessions (called aSESSION file). This development is generally accomplished priorto a training exercise. However, individual reports (SEND files)can be created interactively in real time during an exercise tosupport training delivery. However, in this case, files cannotbe saved for future use.
Creating a SEND file is a simple matter of naming the fileand entering the type of information to be contained in thereport. Table 9 shows a SEND file for a contact report sent by aplatoon wingman (A23). Here he is reporting two contactincidents (a tank and ATGM) with their appropriate gridlocations.
Table 9
A Typical Contact Report File
IdMfe 01
what4 rankf km" A=~m~n4ESU4UU
Whadt1 ATGM4nESam
46
To create a vignette file, the user must list the SEND filesto be included in the vignette and specify the time interval inseconds between transmission. If desired, the user can specifymultiple time intervals within a vignette so that reports aresent at different intervals as shown in Table 10. If no timeinterval is specified, the system defaults to a one secondinterval between messages. Messages can also be timestamped byspecifying an h-hour. The h-hour can be used to specify eitherthe start time for the first report or the end delivery time forthe last report. The system then computes a time stamp for eachreport in the vignette using the h-hour and the interval size.Thus, reports can be timestamped and sent in the past or in thefuture. If an h-hour is not specified, the system uses thecurrent time as the timestamp for the first report and timestampssubsequent reports using the interval size (see Table 10).
Table 10
Time Stamping of Vignette Files (from CVCC Utilities User Manual)
EuwI. 1 (now - 27 00A0):
hhour fst nowbintval 1report1 (Imetp a 27 Jul 09:00:00)raped 2 (unulap a 27 JAd 0S:W0.15)reper 3 (Ufmtap - 27 jsd 09:w-"hIs al 10repo 4 (Ilsestamp a 27.kd 0900.4)repe 5 (Umentamp a 27 JAd 09:00-,0)
Ezample 2
hioiw let 25 dul IO:00hIstevd Sreport 1 (Unmesanp - 25 Jun 09-M")reped 2 (Umteetamfp = 25 Jun 00:53:40)repd3 (Unmrnanp - 25 Jun o-..45)report 4 (,mesmp - 25 Jun 00. 0)
rlw 10report 5 (Umsamp = 25 Jun 0959:00)hIwval 20reportS (Ufestamp a 25 Jun 099:20)repet 7 (tUmeetap a 25 Jun 0049:40)" e (Umestmamp a 25 Jun 1o00:00)
Session files are simply larger files composed of multiplevignettes or individual reports. A Session file can be createdby specifying the type of file (Session), listing the VignetteFiles and SEND files to be included and the network over whichthe Session File is to be sent.
47
In addition to file creation functions, the SEND utilityincludes several specialized functions to assist the user duringa training exercise. These include the capability to add filesto the queue for sending, delete files from the queue so they arenot sent, view files which are waiting in the queue, and executeor send files. As noted earlier, it is also possible to createnew files during the exercise and add them to the queue if theneed arises.
&lications. The SEND utility has several applications totraining delivery and to emerging training requirements. Use ofSEND offers many of the features required for future trainingdelivery called out in our interviews with members of the Armytraining community at Fort Knox and Fort Leavenworth and noted bythe Director of Training Development in the most recent ArmorConference. (See introductory section of this research product.)The training delivery needs which the SEND utility addressesdirectly include: (a) improved training efficiency (since needsfor training personnel are reduced through automated messaging);and (b) increased training standardization (since reports can besaved and used in repeated exercises). In addition, efficiencyand standardization gains are also achieved using SEND sinceexercises can be structured so that individuals participateconcurrently in the same positions and receive the same messages.
The use of SEND within the DIS environment has broadtraining applications. These applications include both vehicle-based training and TOC training at both the institutional andunit level.
For vehicle-based training, training requirements in the C3area, particularly in training information manaaement skills, arewell suited to the use of SEND in a DIS environment. Theincreasing importance of training soldiers and leaders to manageincoming information effectively was emphasized in our interviewswith members of the Armor training community. Furthermore, asautomated C3 devices become fielded within combat vehicles, theseskills can be expected to take on even greater prominence.
Vehicle-based training of information management skills isschematically illustrated in Figure 14. This diagram illustrateshow the SEND station can be used to transmit messages to vehiclesimulators. These simulators can be initialized to the sameposition (e.g., Bll) to increase training standardization andefficiency. Leaders training within each of these simulatorsthen receive the same message traffic which they must process andact upon.
This type of exercise is well suited to institutionaltraining in courses where large numbers of students are beingprepared for specific positions. For example, students from AOBCmight productively participate in such a training exercise as
48
platoon leaders. Students from the KOAC would more appropriatelyparticipate as company commanders. While the AOBC and AOAC Polodo not currently include information management tasks as trainingobjectives, it is reasonable to expect that future updates willaddress these skills in light of anticipated fieldings ofautomated C3 equipment.
VEHICLE-BASED TYP RIM I= MCAsABETRAINING
SPOT B06 1215 10 TANKS
O MULTIPLE VERSIONS CONTACT 921 1213 4 PCsOF SAME POSITIONS ES79124
O STANDARDIZED INTELL Y02 1209 15 TANKSCONDITIONS ES9517
0 OBJECTIVE TRANSMIT FILE? YE
ASSESSMENT e
Figure 14. Use of SEND for vehicle-based training
An information management training exercise using SEND in aDIS environment is also well suited to unit training of leadersand soldiers. Again, while current Mission Training Plans (MTPs)do not explicitly call out information management tasks fortraining, skilled performance of these tasks will be requiredwith the fielding of automated C3 devices.
Lickteig (1992) pioneered the design of training oninformation management in the DIS environment using SEND.Lickteig trained multiple tank commanders on C3 tasks by usingSEND to vary the relevance and number of transmitted messagesreceived by each vehicle commander. To structure these messagesets, he developed the individual messages using the SENDutility, placed them in a common directory, and grouped them
49
together to form vignettes. Unique message sets (vignettes) weretransmitted to each vehicle commander by specifying differentradio nets to each vignette. Lickteig also incorporatedsituational awareness measures into the training exercise toobjectively assess the vehicle commander's ability to "see thebattlefield" and to incorporate relevant information receivedthrough digital messaging into his view. The latter featureoffers the added advantage of providing a basis for objectivefeedback, another training requirement consistently highlightedin our interviews with the Army training community.
More recently, ARI-Knox has extended Lickteig's work and hasdeveloped an Information Management Exercise (IMEX) for use intraining information management skills. The IMEX uses a networkof four student workstations and one training coordinatorworkstation. Each student operates in the role of a companycommander. The exercise is organized into four vignettes, eachfocused on specific information management training objectives.SEND is used to transmit messages to students for receipt,processing, and dissemination. All students receive the samemessage set for a particular vignette contributing to trainingstandardization. Vignettes are structured to becomeprogressively more difficult by increasing the number of messagestransmitted within a fixed time period. SEND is also used by thetraining coordinator to transmit special training messages tostudents. Student performance is assessed through preparation ofa Situation Report, completion of situational awareness measures,and participation in an AAR led by the training coordinator andorganized around the training objectives for the vignette. As inLickteig's exercise, this approach builds in objective data whichcan be used for providing feedback to students on theirperformance (see Winsch et al. in preparation, for a moredetailed description of the IMEX and copies of trainingmaterials).
The SEND utility also offers a valuable tool for deliveringtraining to battalion staff officers oDeratina in a TOC. Asshown in Figure 15, SEND provides stimuli upon which staffmembers must respond in performing their tasks and operating asan integrated staff.
The need for more effective battalion staff training wasnoted in our interviews, particularly from members of theCombined Arms training community at Fort Leavenworth. Trainingthese skills is the focus of both institutional training and unittraining. For example, one of the goals of AOAC is to trainArmor officers for battalion staff positions. The Program ofInstruction (POI) for this course includes training objectivesfocused on performance of tasks associated with particular staffpositions. For example, Intelligence Preparation of theBattlefield (IPB) (the Intelligence Officer's, S-2's,responsibility), and the mission analysis process including
50
preparation and issuing of warning orders and developing theoperations estimate (functions of the Operations Officer, S-3),ar specifically addressed in the small group instructionprovided by the Command and Staff Department.
Asst S3
X
Ops NCO TOC
SPOT an 1215 10 TANKS J
CONTACT BM 1213 4 PCO LES'r TACTICAL OPS CENTER
IN YN 12Mo 1S TANKS iSTAFF TRAINING
RA NEVES4 o S11UU FOR FRAGO PLANNING
O STIMUU FOR THREAT ASSESSMENT
Figure 15. Use of SEND utility for tactical operationscenter staff training
Similarly focused training, generally within the context oflarger collective exercises, is called for in unit training. Forexample, the Mission Training Plan for the Tank and MechanizedInfantry Battalion Task Force, ARTEP 71-2-NTP (Department of theArmy, 1988b) identifies specific tasks and subtasks for battalionstaff which must be performed to standard. For example, the task"Perform S3 Operations" includes subtasks related to maintainingcommunications, issuing warning orders, collecting informationand updating the estimate and issuing FRAGOs among others. Thetask "Perform S2 Operations" includes subtasks such as preparingthe intelligence estimate and situational/event templateslocating likely enemy positions, courses of action andweaknesses.
These skills are well suited to training with SEND in a DISenvironment. As noted in Figure 15, the SEND utility can be usedto transmit messages to staff officers that serve as stimuli for
51
S-3 functions such am FRAGO planning and for S-2 functions suchas threat assessment.
In summary, the SEND utility coupled with other capabilitieswithin the DIS environment provides a useful tool for deliveringboth vehicle-based and TOC-oriented training. SEND offers theadvantages of minimizing the personnel required to run a trainingexercises through automated messaging, using training timeefficiently by providing concurrent training to multipleindividuals participating in a specific position and forstandardizing the training process through development ofestablished messages which can be ordered into vignettes andlarger sessions for repeated use in training exercises.
ur i Ja. The SEND utility is fully documented in a User'sManual which provides operational instructions:
Bolt, Beranek & Newman, Inc. (1992). CVCC utilities usermanual. Cambridge, MA: BBN Systems and Technologies.
Users interested in particular applications of SEND areencouraged to consult the two references below which providedetailed descriptions of the use of SEND for training purposes:
Lickteig, C. (1992). Prototype methods for training andassessina future tactical command and control skills (ARIResearch Product 92-01). Alexandria, VA: U.S. Army ResearchInstitute for the Social and Behavioral Sciences. (AD A244 328)
Winsch, B.J., Atwood, N.K., Sawyer, A.S., Quinkert, K.A.Heiden, C.K., Smith, P.G., & Schwartz, B. (In preparation).Innovative training concepts for use in distributed interactivesimulation (DIS) environments (ARI Research Product).Alexandria, VA: U.S. Army Research Institute for the Social andBehavioral Sciences.
LISTEN Utility
The LISTEN utility is most commonly used as a companion tothe SEND utility. LISTEN is designed to monitor messagestransmitted over the network, present them on a screen displayand send them to a printer. Thus, LISTEN offers the capabilityto provide objective feedback to students by generating hardcopies of their message traffic for subsequent discussion orreview.
Capsule Description. LISTEN is housed on a dedicatedworkstation. When the utility is activated, the system monitorsthe ethernet linking the simulators for message packets. Asmessages being sent over the network are identified, they aredisplayed on the workstation screen. These messages are alsosent to the printer for the creation of hard copies. The LISTEN
52
output may also be saved to a disk file for later review ifdesired.
Table 11 provides an example of the output of the LISTENstation. As illustrated, the output identifies the time andexercise as well as the sender, a report number, the nature ofthe report, and the content of the report. In this case, themessage was a Contact Report with a tank originating from A24.
Table 11
LISTEN Station Output of a Contact Report
13MM buh.e &- 0 sm em "Aman by 0/0/0
CasheS MuI3113- 1 ms by AM m13MMU
Finally, it should be noted that the LISTEN station can alsobe used to monitor and record event flags created using the PlanView Display (PVD). The PVD is the subject of a subsequentsection and the reader is referred there for further discussion.
ADlications. The LISTEN station has two primaryapplications. It provides a tool for monitoring message trafficin real time during an exercise and it offers a mechanism forcapturing reports for later use in training feedback. Both ofthese capabilities contribute to the development of objectivefeedback for trainees on their performance, a requirement thatreceived considerable attention in our interviews with the Armytraining community.
The IMEX described in the preceding section illustrates howthe LISTEN utility can be incorporated into a training exercise.During the IMEX vignettes, the training coordinator is able tomonitor the screen of the LISTEN station to follow studentperformance during an exercise and to identify any immediateneeds for intervention. Reports generated by studentsparticipating in the IMEX are also printed for subsequent use bycalling upon the LISTEN utility.
The output from LISTEN is used in two major ways. First,the reports generated by students are discussed in After ActionReviews (AARs) organized around the specific training objectivesfor the vignette. Second, hard copies of student's reports areorganized into an Exercise Package which includes backgroundmaterials such as the training objectives and the OPORD extractas well as feedback on report actions generated by Subject MatterExperts (SMEs). Thus, the Exercise Package provides a writtenrecord for students to which they can refer later for subsequentstudy and review.
53
In summary, the LISTEN utility provides an easily used toolfor capturing message traffic dura ig an exercise. LISTEN allowfor real time monitoring during a: exercise as well as thegeneration of hard copies for later use. Use of LISTENcontributes directly to the generation of more objective feedbackfor use in training exercises.
Resorc. A brief section on the LISTEN utility isincluded in the User Manual for CVCC utilities:
Bolt, Beranek & Newman, Inc. (1992). CVCC utilities usermnul. Cambridge, MA: BBN Systems and Technologies.
Control Measure Performance Measurement System
The Control Measure Performance System was developed by ARI-Knox to allow assessment of the effectiveness of C3 performancethrough a comparison of the extent to which the maneuver of blueforce units corresponded to the control measures established byheadquarters. The system relies on the components available inthe DIS environment to collect, extract and summarize automateddata on unit performance. These components include theDataLogger system which captures and records all data packetsfrom the simulation stream, the DataProbe system which extractspackets of interest from the full set of data packets, and theRS/1 Analysis system which can be used to produce data summaries.(Data Logger, Data Probe, and RS/1 are registered trademarks ofBBN Software Products Corporation.)
At the present time, the DataProbe and RS/1 systems areanalytic tools which are available in test-oriented facilitiessuch as the Mounted Warfare Test Bed (MWTB) at Fort Knox. Theyare not currently available at training-oriented facilities.Thus, the use of the Control Measure Performance MeasurementSystem is limited to facilities such as the MWTB with a fullautomated data collection and analysis capability. However,these measures offer potential for use in training-oriented sitesas their automated data collection and analysis capabilities areexpanded either through the addition of current system components(DataProbe and RS/1) or the acquisition of newer automated datacollection and analysis systems anticipated to be available inthe near future. The latter systems include the SIMNET UnitPerformance Assessment System (UPAS) currently under developmentas a collaborative effort between ARI-Knox and the ARI Field Unitat Orlando (Meliza et al., 1992) and the Close Combat TacticalTrainer (CCTT) currently under development by the U.S. Army.
Capsule DescriDtion. The Control Measure PerformanceMeasurement System is designed as a strategy for gathering dataon the effectiveness of C3 at the battalion level. The approachtaken was to define a strategy for extracting data from theautomated data stream which could be used to compare the
54
correspondence between the control measures established bybattalion headquarters and the actual maneuver of subordinateblue force units.
Control measures are integral to the C3 process. As part ofthe mission planning process, Operations Plans and associatedoverlays are prepared by battalion and issued to subordinateunits. These documents identify two main components: theplanned scheme of maneuver for the mission (including requiredfire support planning) and the control measures designated toassist in the command and control of subordinate units.
Control measures have been standardized for use in the U.S.Army as well as in the North Atlantic Treaty Organization (NATO).Commonly used control measures are identified in Table 12.
Table 12
Control Measures
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The performance measurement system is designed to collectdata on the extent to which the actual maneuver of subordinateunits corresponded to established control measures such as thoseidentified in Table 12. Key data elements include:
1. Boundaries. Violation of assigned boundaries by anyelement of a unit is recorded. Specific informationrequired is:
(a) Unit or element(s) violating boundaries.(b) Time the violation occurred.(c) Location at which violation occurred.
2. Line of Departure. Record crossing of the Line ofdeparture by a subordinate element.
(a) Time the Line of Departure was crossed.(b) The location where the Line of departure was
crossed.
55
(c) The unit which has crossed the line of departure.
3. Routes. Recording of deviations from a specific routedesignated to be followed by suboruinate unit.
(a) Time the deviation from the route began.(b) Time the deviation from the route ended.(c) Unit deviating from its assigned unit.(d) Distance of deviation from the route (center of
mass of the deviating unit).
4. Phase Lines. Record the reaching/crossing of phaselines by subordinate units.
(a) Identification of the unit and the phase line.(b) Location at which the phase line was reached.(c) Time at which the lead element reached the phase
line.(d) If unit halted, time unit resumed movement after
crossing the phase line.
5. Restrictive Fire Line. Record any fires crossing arestrictive fire line.
(a) Time at which either direct or indirect fires weredelivered across a restrictive fire line.
(b) Location at which fires crossed a restrictive fireline.
(c) Unit delivering the fires across a restrictivefire line.
(d) Number of rounds delivered across the restrictivefire line.
(e) Identification of any targets struck by the fires.
6. Limit of Advance. Record arrival of units at a limit ofadvance line and any violation thereof.
(a) Time of arrival of the unit at the Limit ofAdvance Line.
(b) Identification of the Unit in (1) above.(c) Time unit crosses the Limit of Advance Line.(d) Identification of the element crossing the Limit
of Advance Line.(e) Distance by which the unit crossed the Limit of
Advance Line.
7. Forward Line of Own Troops (FLOT). Record arrival atand crossing of the FLOT by Blue Force troops.
(a) Time of arrival of the unit at the FLOT.(b) Identification of the Unit in (1) above.(c) Time of crossing of the FLOT by blue force units.
56
(d) Identification of the element first crossing theFLOT.
8. Forward Edge of the Battle Area (FEBA). Record arrivalat and crossing of the FEBA.
(a) Time of arrival of the unit at the FEBA.(b) Identification of the Unit in (1) above.(c) Time of crossing of the FEBA by blue force units.(d) Identification of the element first crossing the
FEBA.
9. Fire Support Coordination Line (FSCL). Record directand indirect fires delivered by Blue Forces across anFSCL.
(a) Time at which direct and indirect fires aredelivered across an FSCL.
(b) Type of fires in (1) above.(c) Unit delivering the fires in (1) above.(d) Number of rounds delivered in (1) above.(e) Identification of targets struck by fires in (1)
above.
10. Front Lines. Record units which move forward of thefront line trace of the blue force units.
(a) Time at which Blue Force Unit moved forward of thefront line trace of BLUFOR forces.
(b) Identification of BLUFOR unit moving forward ofthe BLUFOR front line trace.
11. Coordinating Point. Record arrival and departure of aBLUFOR element at a Coordinating Point.
(a) Time at which a BLUFOR element arrived at acoordinating point.
(b) Location of the coordinating point.(c) Identification of the BLUFOR element at the
coordination point.(d) Time at which the BLUFOR element departed the
coordination point.
12. Contact Point. Record arrival and departure of a BLUFORelement at a Contact Point.
(a) Time at which a BLUFOR element arrived at acontact point.
(b) Location of the contact point.(c) Identification of the BLUFOR element at the
contact point.
57
(d) Time at which the BLUFOR element departed thecontact point.
13. Start Point. Record arrival and departure of a BLUFORunit at a Start Point.
(a) Time at which a BLUFOR element arrived at a startpoint.
(b) Location of the start point.(c) Identification of the BLUFOR element at the start
point.(d) Time at which the BLUFOR element departed the
start point.
14. Release Point. Record arrival and departure of aBLUFOR element at a Release Point.
(a) Time at which a BLUFOR element arrived at arelease point.
(b) Location of the release point.(c) Identification of the BLUFOR element at the
release point.(d) Time at which the BLUFOR element departed the
release point.
15. Strongpoint. Record arrival and depaiture of a BLUFORelement at a strongpoint.
(a) Time at which a BLUFOR element arrived at astrongpoint.
(b) Location of the strongpoint.(c) Identification of the BLUFOR element at the
strongpoint.(d) Time at which the BLUFOR element departed the
strongpoint.
16. Checkpoint. Record arrival and departure of a BLUFORelement at a checkpoint.
(a) Time at which a BLUFOR element arrived at acheckpoint.
(b) Location of the checkpoint.(c) Identification of the BLUFOR element at the
checkpoint.(d) Time at which the BLUFOR element departed the
checkpoint.
17. Linkup Point. Record arrival and departure of a BLUFORelement at a Linkup Point.
(a) Time at which a BLUFOR element arrived at a linkuppoint.
58
(b) Location of the linkup point.(c) Identification of the BLUFOR element at the linkup
point.(d) Time at which the BLUFOR element departed the
linku point.
18. Passage Point. Record arrival and departure of a BLUFORelement at a Passage Point.
(a) Time at which a BLUFOR element arrived at apassage point.
(b) Location of the passage point.(c) Identification of the BLUFOR element at the
passage point.(d) Time at which the BLUFOR element departed the
passage point.
19. Point of Departure. Record arrival and departure of aBLUFOR element at a Point of Departure.
(a) Time at which a BLUFOR element arrived at a pointof departure.
(b) Location of the point of departure.(c) Identification of the BLUFOR element at the point
of departure.(d) Time at which the BLUFOR element departed the
point of departure.
20. Rally Point. Record arrival and departure of BLUFORelements at a Rally Point.
(a) Time at which each BLUFOR element arrived at arally point.
(b) Location of the rally point.(c) Identification of each BLUFOR element upon arrival
at the rally point.
21. Traffic Control Point. Record arrival and departure ofa BLUFOR element at a Traffic Control Point.
(a) Time at which a BLUFOR element arrived at atraffic control point.
(b) Location of the traffic control point.(c) Identification of the BLUFOR element at the
traffic control point.(d) Time at which the BLUFOR element departed the
traffic control point.
In each case, arrival within 200 meters of a linear controlmeasure and 100 meters of a point control measure is consideredan accurate arrival.
59
The system also records BLUFOR unit movements to and fromkey areas identified by control measures. These areas are shownin Table 13.
Table 13
Area Locations for Control Measures
E om -O"W M
ft. iem* OEM@s Poefths
For each of the control measures shown in Table 14 the fol-lowing specific information is recorded:
1. No-fire Areas (NFA). Record the volume, location andtype of fires delivered into a NFA and the unitdelivering such fires.
(a) Time at which direct and indirect fires aredelivered into a NFA.
(b) Type of fires delivered into the NFA.(c) Unit delivering the fires into the NFA.(d) Number of rounds delivered into the NFA.(e) Identification of targets struck by fires in the
NFA.
2. Objective Areas. Record the arrival of BLUFOR units onassigned objectives.
(a) Time at which the BLUFOR unit arrives on anassigned objective area.
(b) Location of the objective area.
3. Assembly Areas. Record the arrival and departure ofBLUFOR units into and out of an assembly area.
(a) Time at which the BLUFOR unit arrives at anassembly area.
(b) Location of the assembly area.(c) Time the BLUFOR unit lead element departs the
assembly area.
4. Restrictive Fire Areas (RFA).
(a) Time at which direct and indirect fires aredelivered into an RFA.
(b) Type of fires into the RFA.(c) Unit delivering the fires into the RFA.(d) Number of rounds delivered into the RFA.
60
(e) Identification of targets struck by fires in the
RFA.
5. Free Fire Areas (FFA).
(a) Time at which direct and indirect fires aredelivered into a FFA.
(b) Type of fires into the FFA.(c) Unit delivering the fires into the FFA.(d) Number of rounds delivered into the FFA.(e) Identification of targets struck by fires in (1)
above.
6. Battle Positions. Record the time and location whenBLUFOR units arrive and/or depart battle positions.
(a) Time a BLUFOR unit arrive in a battle position.(b) Identification of the unit in the battle position.(c) Location of the battle position.(d) Time a BLUFOR unit departs from a battle position.
The control measure performance measurement system providesautomated data on the quality of mission execution. Thesemeasures provide important input into AAR discussions on thecorrespondence between mission plans and execution.
ADDlications. The primary application of the controlmeasure performance measurement system is in the execution of abattalion-level exercise in the DIS environment. The systemprovides a mechanism for assessing the degree to whichsubordinate units within the battalion maneuvered in accordancewith their designated control measures. This correspondenceprovides an indirect measure of the effectiveness of the C3system since close correspondence indicates that the units wereperforming as intended by higher headquarters.
Feedback from the control measure performance measurementsystem may be usefully incorporated into an After Action Review(AAR) or written exercise report. These performance measuresprovide insights into the effectiveness of the battalion C3system and the extent to which subordinate units were able tocomply with their designated control measures.
Resources. Primary resources on the automated datacollection system include User's Manuals for the three componentsof the system: (a) DataLogger; (b) DataProbe; and (c) RS/I.
Bolt, Beranek & Newman, Inc. (1988b). SIMNET datcollection and review. Cambridge, MA: BBN Systems andTechnologies Corporation.
61
Bolt, Beranek & Newman, Inc. (1986). Data Probe T user'smanual. version 8.0. Cambridge, MA: BBN Laboratories, Inc.
Bolt, Beranek & Newman, Inc. (1988a). RS/1 user's manual.Cambridge, MA: BBN Software Products Corporation.
APPROACHES FOR DEMONSTRATION, PRESENTATION, AND ANALYSIS
The DIS environment offers valuable capabilities fordemonstrating key teaching points, presenting and replayingbattlefield events for presentation and feedback purposes, andfor analyzing performance using data gathered from the automateddata stream or by video capture. The simulation environment thusallows for more powerful demonstrations, more accurate andcomprehensive exercise monitoring, and more objective feedbackusing observable measures of performance than is normallypossible in the field. In addition, since data can be saved forsubsequent analysis, the opportunity for deriving lessons learnedis also a potential.
Specifically, this section describes three important toolsfor use in demonstration, presentation, and analysis. Theyinclude (a) the Plan View Display; (b) the Stealth; and (c) MiniCameras.
Plan View Dis~laY
The Plan View Display (PVD) is a stand-alone workstationthat provides a real-time display of the battlefield. Thisdisplay shows all manned simulators and unmanned vehicles forboth the BLUFOR and OPFOR allowing real-time observation ofbattlefield events. In addition, the "birds eye top-down view"display shown on the PVD can be used to flag events forsubsequent analysis and to replay exercises for use indemonstrating key teaching points. These capabilities providefor training feedback or review at a later time for more in-depthanalysis.
Capsule Description. A schematic drawing of the PVD isshown in Figure 16. As illustrated, the PVD has five major com-ponents. The first is the map display, which constitutes thelargest portion of the screen. The map display provides a color-coded, two dimensional view of the battlefield. Geographic fea-tures such as elevation and relief also appear on the display.In addition, the PVD map is capable of displaying tactical graph-ics as shown in the figure. Vehicles located on the terrainbeing viewed are represented by icons that indicate the positionand orientation of the turret. When vehicles move, a trail ofdots appears, representing previous hull pcsitions. When vehicles
62
44
-0
636
fire, fires are depicted as line segments extending from thefiring vehicle.
At the bottom of the screen under the map display is asection which identifies the current features of the display.This section provides the coordinates of a selected location, thecurrent icon size, and the current zoom ratio of the display.
The third component of the PVD is the Information Centerlocated in the upper right corner of the screen. This portion ofthe PVD is used to present information on selected vehicles.This information includes location, speed alignment, ID number,and repair/supply status.
An events section located directly underneath theInformation Center provides information on battlefield events.These events include collisions, ground or vehicle impacts, andindirect fire bursts.
Located under the events section, there are several on-screen menus and options that can be selected. These includeselections which allow the map to be manipulated (such as zoom orpan), tools that operate on the map display (such as selectvehicle or an on-screen ruler which measures distance), andintervisibility options which identify whether there areobstacles which may block visibility between points, vehicles orwithin an area. Also displayed in this section are options forevent flagging and commands for using Data Logger. The interfacebetween event flags and the Data Logger (part of the DIS datacollection and analysis system) allows the PVD operator tohighlight the occurrence and timing of significant events withevent flags. The Data Logger inserts these markers into the datastream to be used as significant, timed event markers forsubsequent analysis.
In summary, the PVD provides a "birds eye view" of thebattlefield. Terrain, tactical graphics, vehicle movement andfiring can all be observed using the PVD and the display tailoredto reflect an area of particular interest. The PVD also providesa valuable analysis capability through its real-time eventflagging function that yields time stamped significant eventmarkers which are embedded in the data stream and collected usingthe Data Logger.
ADplications. The PVD represents an important tool withinthe DIS environment for training delivery and feedback. Itdirectly addresses three requirements for improved training whichwere noted by the Director of Training Developments at Fort Knoxin the most recent Armor Conference and were touched upon in Jurinterviews with members of the Army training community. Theseinclude needs for: more indepth analyses of tasks, moreobjective feedback and quality assessment process through After
64
Action Reviews (AARs). In addition to improving the analysis andfeedback to soldiers, the PVD also provides a capability forlater analysis of training exercises. These analyses offerenormous potential for identifying lessons learned and systemictrends which are observed across multiple exercises and providingmore systemic feedback to the Armor community and the Army ingeneral.
Three applications of the PVD that offer strongcontributions for improving demonstration, presentation andanalysis of training exercises are: real-time exercisemonitoring, real-time event flagging and exercise replay. Eachof these is discussed below.
The PVD allows the trainer to conduct real-time exercisemontoing without disruption or distraction to soldiers andunits participating in the training exercise. Using the PVD, thetrainer is able to obtain a "birds-eye view" of the battlefieldterrain, to observe the movement and firing of all vehicles onthe battlefield, and to zoom in on areas of particular interest.He can also obtain information on specific selected vehicles tobetter understand their actions. In addition, he can overlay thetactical graphics for the mission comprising the trainingexercise. This overlay allows the trainer to compare actualbattlefield events to planned ones which provides a perspectiveon mission implementation and accomplishment.
Thus, the trainer can use the PVD to gather observations forimmediate exercise control or for later exercise feedback. Forexample, if Rules of Engagement (ROE) have been established forthe exercise, observation using the PVD provides a means foridentifying infractions to the ROE and communicating guidance forimmediate correction. The trainer also has the opportunity toview the battle from the perspective of his training objectivesor other particular concerns on which he wishes to comment laterto his unit. In this way, the trainer has a "window" to thebattlefield without reducing the realism or interfering with theactions of the traininq unit.
A second important application of the PVD is real-time eventLagging. Using the PVD, significant battlefield events can beflagged as timed markers. These flags are inserted into theautomated data stream and can be retrieved for later analysis.
Figure 17 provides an illustration of the event flaggingprocess. As shown, the entities participating in an exercise (inthis case, tank simulators and an automated TOC) are connected byan Ethernet. Data packets generated by each of these entitiesare broadcast over the Ethernet and are collected and stored bythe Data Logger. Data Logger, a component of the DIS DataCollection and Analysis (DCA) System, is a mass storage device
65
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consisting of both hard disk and magnetic tape recording devices.The Data Logger stores packets directly to disk or tape for usein subsequent analysis or replay.
When the PVD is used to mark an event, a flag correspondingto the event is sent as a data packet over the Ethernet.Additional flags mark the start and stop time for the event. Inthe example shown in Figure 17, the occupation of abattleposition was flagged along with start and stop times. Thedata packets for these flags are broadcast over the Ethernet andcollected by the Data Logger for subsequent retrieval or replay.
Users interested in the PVD for event flagging should keepin mind that the PVD records flagged events in the form oftimestamped markers. Thus, PVD logs should be developed andmaintained during the event flagging process to provide adescriptive recording for each flagged event. These logs alsoprovide secondary advantages by providing prompts or remindersfor the PVD operator during the flagging process and serving as abackup record if there is a problem in retrieving the data fromData Logger. An example of a PVD log used to record significantevents in a defensive scenario is shown in Figure 18.
Once events have been flagged in a training exercise, theycan be used in two primary ways. First, the significant eventflag can be used to identify the segment of a battle which is tobe replayed on the PVD. This replay can provide a focal point ofdiscussion for an AAR or other feedback session. Second, eventflags can be retrieved for later analysis. (This capability iscurrently limited to test-oriented DIS sites such as the MountedWarfare Test Bed). Retrieval is accomplished using anothercomponent of the DCA system, DataProbe, which extracts raw datacaptured by DataLogger during a training exercise. A thirdcomponent of the DCA system, RS/i, can then be used to organizethe data into files and conduct computations of descriptivestatistics or selected inferential statistics. (DataProbe andRS/1 are registered trademarks of BBN Software ProductsCorporation.)
Analyses of training performance offer strong potential forgenerating lessons learned or systemic trends of interest to thetraining community. In addition, if research or evaluationpurposes are being served by the exercise, the use of suchautomated data offers considerable savings in manual data codingtime and increased accuracy, especially for time-based measurestypically collected using "stop watch" methods.
Finally, the PVD may be used as a vehicle for era lay. This replay may serve a variety of purposes such asdemonstrations of key teaching points or feedback to a trainingunit. The segment for replay may be defined using a significantevent flag as described above or a specific time point. This
67
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Figure 18. Example of PVD log format
replay allows viewers to observe the progress of the battle,including vehicle movement and firing activity. Action can bestopped as discussion ensues or moved backward or forward.Furthermore, tools embedded in the PVD can be used to demonstratea point or stimulate discussion. For example, the
68
intervisibility function provides a means for examining howvehicles use terrain to their advantage (or not).
In summary, the above applications illustrate how the PVDcan be used to strengthen demonstration, presentation andanalysis. Training exercises can be monitored, significantevents flagged, and replay(s) conducted to illustrate a keyteaching point or stimulate discussion among trainingparticipants. Significant events can also be collected andanalyzed after the training exercise to identify importantperformance trends.
A final comment on applications of the PVD is warranted.While the main focus of this discussion is on tools fordemonstration, presentation and analysis, it should be noted thatthe PVD also provides a useful tool in the planning process fortraining exercises, specifically, training scenario development.
Developing scenarios for use in training is generally a timeconsuming process. The PVD provides an overlay menu which can beused to develop tactical overlays for use in training exercises.Overlays can be created using the overlay menu which containsunit symbols, free draw objects and control points. These toolsallow the user to build a tactical overlay which places units indesired positions, identifies phase lines, boundaries and battlepositions, and identifies up to six kinds of control points(including check, contact, release/start, coordinating, linkupand passage points). Once an overlay has been developed andedited to the user's satisfaction, it can be saved for later use.This capability is important for structuring exercises within theDIS environment and allows trainers to establish a library ofexercise scenarios which they can call upon for various trainingpurposes.
Resources. Interested users of the PVD should consult theUser Manual. It provides specific operational instructions anddocuments the capabilities of the PVD:
Bolt, Beranek & Newman, Inc. (1991b). SIMNET Plan ViewDisplay user's manual (Report No. 7618). Cambridge, MA: BBNSystems and Technologies, Inc.
Stealth
The Stealth vehicle allows an observer to travel anywhere onthe DIS battlefield undetected by other vehicles. Using thevarious modes of travel available with the Stealth, an observercan obtain a three dimensional view of the battlefield from theground, water or air. Thus, the Stealth provides a valuable toolfor real time observation of an exercise and later replay fordemonstration of a key teaching point or discussion in an AfterAction Review (AAR). In addition, the Stealth provides a
69
valuable tool for training leaders to perform reconnaissancemissions since participants can realistically traverse thebattlefield as they would in a ground vehicle.
Capsule DescriDtion. The Stealth consists of three videomonitors which provide the operator a panoramic view of thebattlefield. The Stealth terminal also includes a Plan ViewDisplay (PVD) which provides a two-dimensional, "bird's eye view"of the battlefield (see previous section). The operator controlsthe Stealth using a joystick-type device called a Spaceball andan electroluminescent flat panel with a touchscreen.
The Stealth is able to travel over the battlefield withoutbeing seen or affecting events taking place on the battlefield.It can be used to easily observe any battlefield event withcapabilities to traverse ground, water and air. This observationcan be made in real time during a training exercise or during areplay afterwards. In the replay mode, the Stealth can travelforward and backward in time by fast forwarding or rewinding therecording. It can also jump to a specific point in timedesignated by hours, minutes and seconds into the battle.
The Stealth vehicle has four major modes of travel. Thefirst is free fly. Free fly is the most basic of flight modesand is the mode in which the Stealth appears when firstinitialized. Free fly allows the operator to travel over thesimulated terrain unimpeded in three dimensions. In this mode,the Stealth vehicle can move forward or backward parallel to flatand level ground, to the right or left, up or down in altitude,spin around, and pitch its viewpoint up or down. The free flymode is unaffected by the ground and the Stealth can travel up to575 knots or about 1,060 kph in any direction.
The second mode in which the Stealth can travel is theterrain hug mode. This mode is similar to free fly except thatthe operator has no control of his up and down direction. Thealtitude of the Stealth is fixed at 2.6 meters above groundlevel, the height of the M1 commander's hatch. This fixing ofaltitude allows the Stealth Vehicle operator to drive along theterrain as if in a ground vehicle. Maximum speed for the terrainhug mode is 86 knots or about 160 kph.
A third mode of Stealth travel is teleorting. In thismode, the operator can instantly transport the Stealth to aspecific location on the battlefield. When teleported, theStealth vehicle faces in the desired direction at the specifiedlocation and is located parallel to flat ground.
A fourth Stealth mode of travel is attaching to vehicles.In this mode, the Stealth Vehicle may be flown by latching orattaching to another vehicle. This mode allows the operator to
70
follow vehicles with no effort, freeing his attention toconcentrate on battlefield events.
There are four different ways to attach to a vehicle. Theyfirst way is the tether mode. In this mode, the Stealth Vehicleis linked to the speed and heading of a target vehicle. Thus, ifthe target vehicle moves, the Stealth moves with the samevelocity. Similarly, if the target vehicle changes its heading(for example, a helicopter executing a tail spin), the Stealthwill follow (for example, the Stealth would follow the spin ofthe helicopter as if attached on the end of a tether). Theinitial position for the tether mode is 70 meters directly behindthe target vehicle and 5 meters above it. This mode is usefulfor observing a vehicle and its activities on the simulatedbattlefield with respect to some particular aspect of itsorientation. For example, an observer night be interested in howa tank commander reacts to situations in front of his tank.
Another mode of attaching to a vehicle is the orbitmode.In this mode, the Stealth always points at the target vehicle andnavigates around it in a sphere. The operator can adjust thesize of the orbiting sphere and move closer (but no closer than10 meters) or farther away (but no farther than 300 meters) fromthe target vehicle. The Orbit mode provides a mechanism forfocusing attention on the target vehicle and its actions. Italso provides an easy way to navigate around the vehicle toassess the situation on different relative headings.
A third way to attach to a vehicle is the conmass mode. Inthis mode, the Stealth is attached to a target vehicle and movesthe same speed; however, the Stealth maintains a specific compassheading. Thus, even if the target vehicle turns, the Stealthdoes not change its compass heading. So, for example, if theStealth is facing North and attached to the rear of a tanktraveling Northward, the Stealth follows at the same speed.However, if the tank makes a 180 degree turn and begins to drivesouth, the Stealth continues to face North and is pushed backwardat the same speed. This mode was developed for observing abattle that the target vehicle is participating in rather thanfocusing on the vehicle itself. It allows the Stealth observerto watch moves that the vehicle makes as well as watch otherbattle events.
A final way of attaching to a vehicle is the mico. Inthis mode, the Stealth becomes embedded within the target vehicleand inherits all its components of speed and orientation. Whenthe mimic mode is established, the Stealth vehicle view coincideswith the front and center view of the target vehicle. For an Mltank, this view corresponds roughly to the open hatch view of atank commander. This mode is useful if an observer wishes tounderstand the crew's view of the situation and analyze theirresponses. In the mimic mode, it is also possible for the
71
Stealth to mimic the gunner's view. When the Stealth is attachedto a vehicle with a turret and a gun, the Stealth operator isable to call up the view out the gunner's channel. This view isprovided at a ten power magnification regardless of the actualmagnification of the target vehicle's gunsight. The gunner'smimic mode is useful for understanding the perspective of thegunner and analyzing his actions.
When the Operator initializes the Stealth vehicle, it isbrought up in free fly mode with a heading of North. The Stealthprovides a compass reading in the form of a round compass. Theoperator may change modes of travel as desired depending on hispurposes. When he has attached the Stealth to a target vehicle,the Stealth display also provides the vehicle identifier of thatvehicle.
In summary, the Stealth provides a "window" onto thebattlefield. It allows an observer to enter the battlefieldundetected and to observe all events taking place withoutinfluencing them in any way. The Stealth can travel in differentmodes which provide various perspectives depending on theobjectives of the observer.
Applications. The Stealth offers a unique capability forobserving the battlefield without influencing or disruptingevents in any way. From a training perspective, it offers aflexible tool for real time observations and demonstrations and arealistic source of information for AARs. The need for qualityAARs and objective feedback was mentioned repeatedly in ourinterviews on training requirements with the Army trainingcommunity. In addition, the Stealth provides a method fortraining planning and preparation skills on the battlefield, suchas leader reconnaissance. For example, the Mission Training Planfor the Tank and Mechanized Infantry Battalion Task Force, ARTEP71-2-MTP (Department of the Army, 1988b), identifiesaccomplishment of reconnaissance as a critical task in thecommand and control of the battalion task force. The battalioncommander, subordinate leaders and staff are directed to conducta personal reconnaissance whenever possible as part of this task.
Thus, there are at least three applications of the Stealththat substantially improve Army capabilities for thedemonstration, presentation and analysis of training exercises.They include: real-time exercise observation, exercise playbackto support AARs, and training planning and preparation tasks suchas leader reconnaissance. Each of these are discussed below.
The Stealth provides an opportunity for the trainer or otherpersonnel to experience the battle from the perspective of thoseengaged in the action. This real-time observation is a powerfultool for monitoring the battle and demonstrating to interestedparties the power of DIS for training. For example, observers
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can free fly over the entire battlefield to gain an understandingof the "big picture." They can also attach themselves in thetethering mode, for example, to a particular vehicle such as thebattalion commander and experience the battle from hisperspective. Not only does such observation yield insights intothe relationships between the view from a vehicle and actionstaken for later discussion, but it also provides a strongdemonstration on the realism and value of DIS as a technology tosupport training.
The Stealth also provides a significant improvement inrealistic replav for training feedback purposes such as AARs overother available replay technologies. Using the Stealth, a battlecan not only be replayed but it can be reexperienced. Thedifferent modes of travel that are possible with Stealth providethe AAR leader with a persuasive toolkit for stimulatingdiscussion and illustrating key teaching points. Members of thetraining unit can be teleported to a key turning point in thebattle using Stealth and allowed to relive the moment. Using themimic mode, they can reexperience the battle from the perspectiveof a target vehicle, such as the commander of an overrun company.As the discussion warrants, the battle can be backed up in timeor taken forward in time using the Stealth. This flexible andrealistic approach to reexperiencing a battle provides a wealthof information for the AAR. Furthermore, it provides soldierswith an experience-based understanding of key teaching points.This hands-on approach to training feedback far surpasses moreconventional discussion techniques in contributing to an in-depthunderstanding of unit performance.
Finally, the Stealth is also a natural vehicle for trainingplanning skills, such as leader reconnaissance. For example,ARI-Knox has used the Stealth to structure a leaderreconnaissance exercise at the battalion level. The exerciseincludes a battalion commander, his staff, and his companycommanders. The leaders reconnaissance uses the Stealth toemulate the route and view of a vehicle traveling along theforward-most phase line of the battle area. Thus, the leadersreconnaissance allows a ground view of the area between unitbattle positions and their engagement areas.
In conducting the leaders reconnaissance using Stealth, thebattalion commander, his S3 and S2, and his company commandersaccompany the battalion Executive Officer (XO) to the Stealthterminal after the brigade and battalion operations orders havebeen issued. For the purposes of the exercise, the entirecommand group participates in the leaders reconnaissance usingthe single Stealth vehicle. While its is recognized that anentire command group would never participate in a leader'sreconnaissance by using a single vehicle on the actualbattlefield, this joint participation on the simulatedbattlefield has training value.
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More specifically, the leader reconnaissance exercise usingthe Stealth begins by the battalion XO orienting all personnel tothe location of the start point and the scheduled route oftravel. Prior to beginning movement, the XO provides a 360degree sweep of the terrain from the start point using theStealth controls. The Stealth then proceeds down its routetethered to a target vehicle. (This attachment frees personnelconducting the reconnaissance from ground driving.) Along theroute, the XO keeps the Stealth view in the general direction ofthe enemy but responds to orders for different view directionsfrom the battalion commander or S3. During this process, the XOmust verbally comment on terrain orientation (such as companyboundaries) and the S2 must be prepared to answer questions aboutthe terrain such as likely enemy avenues of approach. At aspecified checkpoint on the route, the reconnaissance vehiclestops and completes another 360 degree view of the terrain. Thisprocess continues until the Stealth reaches the release point forthe route. To enhance realism, incoming artillery is generatedby the SAFQR-operator to force the hasty withdrawal of thereconnaissance vehicle and the return of the commander, his staffand subordinate commanders to the TOC area.
This ARI-Knox developed exercise provides a realisticstrategy for training leader reconnaissance skills and formembers of the battalion to work together in performing theirindividual responsibilities in the course of conducting areconnaissance. It provides a strong demonstration of thecapabilities of the Stealth for such training purposes.
In summary, the Stealth provides a valuable tool forobserving a training exercise, providing a replayed experience tostimulate discussion and training feedback and training planningskills such as leaders reconnaissance. The Stealth capability toinsert yourself invisibly onto the battlefield and to travel in avariety of modes depending on your interests and desiredperspective is an extraordinarily useful tool which will no doubtexpand in its applications as the use of DIS-based traininggrows.
Resources. The primary documentation for the Stealth is areport describing the functional specifications of the StealthVehicle and providing directions to the operator. This documentis generally available in r 3 facilities:
Katz, W.J. (1990). SIMNET stealth vehicle functionalspecification and operator's manual. Cambridge, MA: BBN Systemsand Technologies, Inc.
Mini Cameras
ARI-Knox has introduced mini cameras into the DISenvironment to capture video recordings of soldiers participating
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in tactical exercises. The mini cameras offer potential for real
time observation and monitoring during a training exercise,particularly in closed simulators, and a rich performance recordfor subsequent analysis.
Capsule Description. Mini cameras are very small (approxi-mately 3 inches in length) devices which can be unobtrusivelymounted to record performance at an operator station. ARI-Knoxhas used Panasonic VHS mini cameras, although comparable productscan be acquired from other manufacturers.
Mini cameras can be placed in a variety of locationsdepending on information needs. For example, they can be mountedto capture manipulations of a device or states of a workstationdisplay. Audio can be captured from radio nets to accompany thevideo recordings.
The utility of the mini cameras is enhanced by a family ofsupporting equipment. The equipment acquired by ARI-Knox forthis purpose includes: two VCR recorders for making audiovisualrecordings, a Color Quad System providing a quadraplexingcapability for recording four wide tracks cn a single VCR tape,and a Date/Time Display Generator for timestamping videorecordings. The latter capability allows video recordings to becross-referenced with data collected from the automated datastream in the DIS environment. If users wish to record images ona workstation display directly onto videotape, a direct link canbe established. This interface can be accomplished by using avideo scan converter (such as the RGB/Videlink 1600U) to convertworkstation screen states to National Television System Committee(NTSC) video format.
ADDlications. The use of mini cameras offers advantages forboth training delivery and feedback in the DIS environment. Asdoes the PVD, the use of mini cameras directly addresses threerequirements for improved training which were noted by theDirector of Training Developments at Fort Knox in the most recentArmor Conference and were touched upon in our interviews withmembers of the Army training community. These include needs for:more in-depth analyses of tasks, more objective feedback andquality assessment through After Action Reviews (AARs). Inaddition to improving the analysis and feedback to trainees, minicameras also provide a capability for later analysis of trainingperformance. While analysis of videotapes is timeconsuming, suchanalyses do offer enormous potential for identifying lessonslearned and systemic trends which are observed across multipleexercises and for providing more systemic feedback to the Armorcommunity.
There are three primary training applications for minicameras in the DIS environment. They include using mini cameras:(a) to monitor real-time training performance; (b) to capture
75
video footage for preparation of a demonstration tape; and (c) tocapture performance for subsequent in-depth analysis. Each arediscussed below.
First, mini cameras can provide a valuable tool formonitorina trainina performance during real time. Since minicameras are small and unobtrusive, they provide a mechanism forviewing the behavior of participants in a training exercise whichmay be less disruptive and distracting than if a human observerwere physically present. Furthermore, in a closed simulator,mini cameras provide a "window" that would otherwise beunavailable. This real time observation can serve a number ofpurposes. For example, it provides a mechanism for exercisecontrol since the trainer can observe individual performance andmake real time correction, if necessary, to retain the integrityof the exercise. Furthermore, the trainer may identify segmentsof selected video recordings which he may wish to replay duringan AAR or other type of feedback session to demonstrate orgenerate discussion relative to a particular teaching point.Segments from a videotape stream also provide a contextualbackground for other discussion points and convey complexbehaviors with more clarity and objectivity than might bepossible using other means of description.
Mini cameras also offer a tool for capturing video footagewhich can be used in the preparation of a demonstration tape.Successful training in a DIS facility requires that soldiers cancompetently use the simulation equipment. Furthermore, as newdevices are fielded and incorporated into the DIS environment fortraining, training requirements to operate the equipment becomeparamount. Demonstrations using videotape are widely recognizedas a productive approach for introducing complex skills--anapproach that has been used with success by ARI. Mini camerasprovide a means for capturing operator performance and preparinga demonstration tape to introduce soldiers to the new equipmentand how to operate it. This demonstration can then be followedby hands-on training which is more productive than had soldiersmoved from an introductory briefing directly to equipmentoperation.
Finally, mini cameras allow performance of trainees to becaptured for subseuent in-death analysis. In-depth analysis ofsoldier performance is becoming increasingly recognized as vitalfor designing and improving training exercises. For example,indepth analysis of the performance of an operator on a new pieceof equipment provides valuable insights into the trainingrequirements associated with that piece of equipment. Inaddition, examining performance over many training exercisesprovides a basis for identifying areas where performance requiresstrengthening and training exercises require improvement.
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From a data capture perspective, using mini cameras toacquire video footage for later analysis offers severaladvantages. First, it reduces the manpower requirements comparedto manual data collection. Second, it provides a record ofcomplex behaviors which may require assessment by more than onesubject matter expert (SME) who may not necessarily be availableduring a training exercise. Finally, video recordings also allowfor more than one observer of a given behavior and theopportunity to assess the consistency of observations amongobservers (i.e., inter-rater reliability). The latter advantageprovides a firm foundation for establishing the technicalintegrity of the data than might otherwise be possible.
However, it should be noted that there are disadvantages andcosts incurred in using videotape analysis. Probably mostchallenging is devising a scheme for characterizing behavioralobservations (that is, deciding what to measure and how tomeasure it). This process involves developing well-definedbehavioral categories, formulating a specific measure of thebehavior, determining the criteria for deciding whether abehavior falls in a particular category, and deciding whether alloccurrences of a behavior will be recorded or a sampling strategyinvoked. Once the content and format for the measurement havebeen resolved, it is desirable to establish the reliability ofthese measures. Also challenging is the manpower required toundertake videotape coding. This is a time consuming processwhich should not be underestimated.
In summary, mini cameras can serve as a useful tool forstrengthening demonstration, presentation and analysis in the DISenvironment. Video recordings offer the potential for more in-depth analyses of tasks and behavior, more objective feedback anda pictorial medium for incorporation into an AAR. However, itshould be noted that, while video capture offers personnelsavings in the collection phase, it levies considerable personnelrequirements for later analysis.
Resources. Users interested in using mini cameras may wishto consult:
Panasonic Communications & Systems Company (undated).Ooerating instructions for Panasonic Industrial Color CCD GP-K2102. Tokyo, Japan: Author.
SUMMARY
This Research Product has presented training tools developedfor use within the DIS environment. The document is intended toserve as a catalog of reference information for users andplanners of DIS facilities.
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Table 14 presents a summary overview of the threecategories of training tools presented: (a) techniques forstructuring simulation-based exercises; (b) strategies foreliciting and capturing C3 performance; and (c) approaches fordemonstration, presentation, and analysis. The table highlightsthe specific training requirements addressed by the applicationof each tool and the types of training objectives and purposesthat are appropriate.
Table 14
Summary of Training Applications
Tool Training Reqlulemesm Training 040ssdvee/Purpoee
Tactical igneat Sandardzed Training SMX"twas"v Training Sslsts ARTEP Trainin Tookes.DlIe Fee c No WWese, emok reporlin a
Emrgn Training Tasks11 gin' in inoration
us["g voice an do"it______._I__ ___ __ __ __ eftolevly
T.Uing/Aulonmatsd Meesging Standaordzsd Training Use horizontal Ace to focus us C3Hands-O Training at spesill osmaLni %"veCross Training U.. veL, w n oteto locus us C3Milpis Training Sitaius iraons up and doP chain ,*OfGreeter Training Rtelim o an
Foused mssge for C3 sails
Checkplntin Gretereuency of Traning hin olin Managemfent SidleEmerciee Fundamnenta C3 AdMMore Iterabons Focused us Speolllo OPeroton Var itg ate n StaffTas
instdrumented Devises Greeter Emphsis us Simukltiu- Operato Trning of CS DevisesSased Traning integrated usage In TactcalUie of Vaig-M' C3 Devices Environment
Oh a-Feedboack_____________________Trainin Using Automated CS Devcs______________
SEND haproved Trainng Effcinc infain MaUnagement Sille for__________________ inraedSad-dzto TOC Operation
UISTN Real tIM Mege Monitrin ilnforation Managemnent Skills_____________________Mere O"etive Training Feedbeck _____________
Control Measure Perfomance OeoieFeedback C3 to Ensure Adhernse of UlnitMesrmn SYStem Maneuve to Control Measures
78
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Saffi, M. R. (1991). SIMNET semi-automated forces: The combinedarms workstation user's guide (Report No. 7025). Cambridge,MA: BBN Systems and Technologies Corporation.
U.S. Army Armor Center (1990). Armor 2000: A balanced force forthe Army of the future. Fort Knox, KY.
Winsch, B. J., Atwood, N. K., Sawyer, A. S., Quinkert, K. A.,Heiden, C. K., Smith, P. G., & Schwartz, B. (inpreparation). Innovative trainin concepts for use indistributed interactive simulation (DIS) environments (ARIResearch Product). Alexandria, VA: U.S. Army ResearchInstitute for the Behavioral and Social Sciences.
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APPENDIX AINTERVIEW PROTOCOL USED AT FORT KNOX
As part of ARI-Knox's research efforts concerning trainingrequirements for future tank technologies, we are conductinginterviews with selected experts on Armor training. You have beenrequested for this interview because of the depth and breadth ofyour experience and expertise in the Ar:aor community. While werealize that network simulation was not a capability when currenttraining was developed, we are now interested in using yourexpertise to identify ways that network simulation can be used toenhance training. We want to draw upon field experience and anyknowledge of network simulation, particularly CCTB (SIMNET-D) orCATTC (SIMNET-T) experience.
The focus of the questions will be on HIGH PRIORITY TRAININGNEEDS in the Armor community and the use of network simulation.WE have organized our questions into two parts: the first dealingwith current training needs and the second with emerging or futuretraining needs.
A-1
INTERVIEWER'S PROTOCOL GUIDE
GENERAL GUIDELINES
(1) Draw upon field experience and any knowledge ofnetwork simulation, particularly CCTB (SIMNET-D)or CATTC (SIMNET-T) experience.
(2) Focus on the interactions among the followingpositions: Tank Commander, Platoon Leader,Company Commander, XO, 52, S3, and BattalionCommander.
(3) Refer to the Command and Control, Intelligence,and Maneuver BOSs. Focus on specific performancedeficiencies and the evidence underlying thisassessment.
POTENTIAL PROBES (choose questions appropriate to respondent's level ofknowledge of network simulation and CVCC):
Task level Information1. Describe specific tasks/functions that relate to this issue. What is the criticality of
each task? What are some specific problems encountered with each task?
2. How might network simulation be used to solve these problems?
Positional information1. What specific positions (i.e., TC, PLT LDR, Co Cdr, XO, S2,
S3, and Bn Cdr) will be most impacted by automated C3equipment? How will the training requirements of these positions differas new C3 equipment is introduced?
2. How might network simulation be used to address these requirements?
Army Training System1. How would you go about incorporating the new training
requirements you have suggested into the Army's largertraining system?
Projected Combat Requirements1. What tasks will be impacted by projected changes in the threat
or battlefield environment? How will this influence tactics,techniques, or procedures? How will training requirements varyby position? How can network simulation be used to facilitate training ofthese tasks?
2. What tasks will be impacted by future shifts in unit missions?How will training requirements vary by position? How can networksimulation be used to facilitate training of these tasks?
A-2
RESPONSE GUIDE FORARMOR TRAINING SUBJECT MATTER EXPERTS
GENERAL RESPONSE GUIDELINES
(1) Draw upon field experience and any knowledgeof network simulation, particularly CCTB (SIMNET-D)or CATTC (SIMNET-T) experience.
(2) Focus on the interactions among the followingpositions: Tank Commander, Platoon Leader,Company Commander, XO, 82, 83, and BattalionCommander.
(3) Refer to the Command and Control, Intelligence,and Maneuver BOSs. Focus on specific performancedeficiencies and the evidence underlying thisassessment.
A-3
Innovative Training Interview......... . 0 0 "".... .....................................
For each question, please refer to the general responseguidelines and the appropriate BOS.
CURRENT Training Needs
1. How can network simulation be used to enhance current training on Commandand Control tasks currently prescribed by doctrine? How will trainingrequirements vary by position?
COMMAND AND CONTROL BOS
Acauire and Communicate Information and Maintain StatusCommunicate Information.Receive and Transmit Mission.Receive and Transmit Enemy Information.Receive and Transmit Terrain and Weather Information.Receive and Transmit Friendly InformationManage Means of Communicating Information (e.g., written, voice, digital)Maintain Information and Force Status.Store Information.Display Information.Publish and Reproduce Information.Manage Information DistributionAssess SituationReview Current Situation.Analyze Mission.Fuse Information.Evaluate Incoming InformationProject Future RequirementsDecide on Need for Action or ChangeDetermine ActionsIssue Planning GuidanceDevelop Courses of ActionAnalyze Courses of ActionCompare Courses of ActionSelect or Modify Courses of ActionDirect and Lead Subordinate Force.Prepare Plans or Orders.Develop and Complete Plans or Orders.Coordinate SupportApprove OrdersIssue OrdersProvide Command PresenceMaintain Unit DisciplineSynchronize Tactical OperationsEmoloy Tactical C3 CM
A-4
CURREN Training Nds
2. How can network simulation be used to enhance training on Intelligence taskscurrently prescribed by doctrine? How will training requirements vary by position?
INTELUGENCE BOS
Collect InformationCollect Information on Situation.Collect Threat Information.Collect Physical Environment Information.Collect Information on Social/Political/Economic EnvironmentCollect Target Information.Search for Targets.Detect Targets.Locate Targets.Identify Targets.Conduct Post-Attack Target Damage AssessmentProcess InformationEvaluate Threat Information.Review Holdings.Consider Enemy DoctrineEvaluate Physical Environment Information.Review Holdings.Consider Status.Develop ImpactsEvaluate Soclal/Political/Eco, .k.mic EnvironmentIntegrate Intelligence Information.Develop Enemy Intentions.Develop Targeting InformationPrepare Intelligence Reports
Prepare Reports on Target DevelopmentPrepare Reports on Enemy IntentionsPrepare Reports on the Battlefield AreaPrepare Reports on Enemy Situation
A-5
CURRENT Training Needs
3. How can network simulation be used to enhance current training on Maneuvertasks currently prescribed by doctrine? How will training requirements vary byposition?
MANEUVER BOS
Position/Reposition Forces (Units and Equipment).Prepare for Movement.Move On or Under Surface.Move While Mounted.Move While Dismounted.Move Through Air.Close into Tactical PositionNegotiate TerrainNavigateEorgmae Enernv
Employ Direct Fire.Process Direct Fire Targets.Select Direct Fire Targets.Select Direct Fire System.Engage Direct Fire TargetsConduct Close CombatIntegrate Direct Fire with ManeuverControl TerrainControl Terrain through Fire or Fire PotentialOccupy Terrain
A--6
EMERGING Training Reauirement
1. How will the acquisition of new devices, especially 03 devices (e.g., POSNAV, IVIS,CITV), impact training requirements for Command and Control tasks? How will theserequirements vary by position?
COMMAND AND CONTROL BOS
Acouire and Communicate Information and Maintain StatusCommunicate Information.Receive and Transmit Mission.Receive and Transmit Enemy Information.Receive and Transmit Terrain and Weather Information.Receive and Transmit Friendly InformationManage Means of Communicating Information (e.g., written, voice, digital)Maintain Information and Force Status.Store Information.Display Information.Publish and Reproduce Information.Manage Information DistributionAssess SituationReview Current Situation.Analyze Mission.Fuse Information.Evaluate Incoming InformationProject Future RequirementsDecide on Need for Action or ChangeDetermine ActionsIssue Planning GuidanceDevelop Courses of ActionAnalyze Courses of ActionCompare Courses of ActionSelect or Modify Courses of ActionDirect and Lead Subordinate ForcesPrepare Plans or Orders.Develop and Complete Plans or Orders.Coordinate Support.Approve OrdersIssue OrdersProvide Command PresenceMaintain Unit DisciplineSynchronize Tactical OperationsEmIOy Tactical CCM
A-7
EMERGING Training Requirements
2. How will the acquisition of new devices, especially automated C3 devices (e.g.,POSNAV, IVIS, CIV), impact training requirements for Intelligence tasks? How willthese requirements vary by position?
INTELWGENCE BOS
Collect InformationCollect Information on Situation.Collect Threat Information.Collect Physical Environment Information.Collect Information on Social/Political/Economic EnvironmentCollect Target Information.Search for Targets.Detect Targets.Locate Targets.Identify Targets.Conduct Post-Attack Target Damage AssessmentProcess Information
Evaluate Threat Information.Review Holdings.Consider Enemy DoctrineEvaluate Physical Environment Information.Review Holdings.Consider Status.Develop ImpactsEvaluate Social/Polltlcal/Economlc EnvironmentIntegrate Intelligence Information.Develop Enemy Intentions.Develop Targeting InformationPrepare Intelligence Reports
Prepare Reports on Target DevelopmentPrepare Reports on Enemy IntentionsPrepare Reports on the Battlefield AreaPrepare Reports on Enemy Situation
A-8
EMERGING Training Requirements
3. How will the acquisition of new devices, especially automated C3 devices (e.g.,POSNAV, IVIS, CITV), impact training requirements for Maneuver tasks? How willthese requirements vary by position?
MANEUVER BOS
MovePoston/Reposliton Forces (Units and Equipment).Prepare for Movement.Move On or Under Surface.Move While Mounted.Move While Dismounted.Move Through Air.Close into Tactical PositionNegotiate TerrainNavigateEngaoe EnemyEmploy Direct Fire.Process Direct Fire Targets.Select Direct Fire Targets.Select Direct Fire System.Engage Direct Fire Targets.Conduct Close CombatIntegrate Direct Fire with ManeuverConrol TerrainControl Terrain through Fire or Fire PotentialOccupy Terrain
A-9
EMERGING Training Requirements
4. What training requirements do you anticipate emerging from the potentialinformation load provided by automated equipment? How will these requirements varyby position?
INNOVATIVE Training
1. Imagine that you have been tasked with training soldiers to use the automatedreport function of a new device. This functionality allows the user to send and editoverlays and FRAGOs. To assist with the training, you have just procured one pieceof equipment that allows you to vary the number and time interval of reports (includingoverlays and FRAGOS) sent to trainees. A second piece of equipment allows you tocapture each trainee's "reply. How would you utilize this equipment for commandand control training?
2. Imagine that you have been tasked with training soldiers to selectively attend todigital reports (e.g., Contact, Call for Fire, Situation) in the report queue of a new pieceof equipment. What design features would you recommend including with this "equipment to assist soldiers in training?
ADDmONAL Comments
1. We would appreciate any other comments that would help us understand the highpriority areas of training needs or future training requirements within the Armorcommunity that may be related to network simulation and command and controlissues.
2. Can you recommend any documents or other supporting materials which we mightobtain on this topic?
A-1O
APPENDIX BINTERVIEW PROTOCOL USED AT FORT LEAVENWORTH
B-1
General Pur~ose Statement:
We are currently engaged in conducting research oninnovative strategies for training command and control skills ofArmor officers at Battalion and below. We are particularlyinterested in the impact of emerging automated command andcontrol devices on training requirements and the potentialcontributions that simulation networking can make to training inthis area.
We are interested in your perspective based on your pastexperience and your current assignment. More specifically, weare interested in your views on emerging training requirementsfor command and control, particularly as automated devj'es becomefielded, and how these requirements might be addressed ininnovative ways using simulation networking. We are alsointerested in seeing a demonstration of any innovative approacheshere at Leavenworth which you feel may illustrate some productivestrategies in this area.
We'd like to start with a few specific questions. Then we'dlike to get any general comments or observations that you mayhave.
Combined Arms Trainina Intearation Division:
(1) What new types of command and control skills will berequired as the Combined Arms Training Strategy (CATS)becomes implemented?
* Probe for echelon (Battalion and below)* Probe for position (e.g., Battalion Commander)
(2) How will command and control requirements change with shiftsin unit missions, the nature of the threat, and battlefieldconditions anticipated as part of CATS?
(3) What kind of training guidance do you see emergingassociated with CATS?
* Probe for departures from/extensions of 25-100principles
* Probe for emerging training tactics, trainingtechniques and training procedures
(4) Do you see other high priority training needs in the commandand control area which may currently exist and will continueto be important as CATS is implemented?
B-2
Center for Army Lessons Learned:
(1) Based on your experiences and observations in Desert Storm,what do you see as high priority training needs in the areaof command and control?
* Probe for echelon (Battalion and below)* Probe for position (e.g., Battalion Commander)
(2) What impact do you see automated command and control devices(such as MCS) exerting on command and control?
* Probe for position (e.g., Battalion Commander)* Probe for changes in how job is performed (i.e., new
skill requirements)Probe for anticipated training requirements
• Probe for specific problems in information handling,transmission, overload
(3) Were leaders observed in Desert Storm who excelled incommand & control? What distinguished them from their lessable counterparts? Did their training play a role?
(4) Any other lessons learned which might be useful to us as weplan our research program?
Battalion and Briaade Division. National Simulation Center:
(1) What kinds of command and control activities do youroutinely observe? What are the high priority trainingneeds in this area?
* Probe for echelon (Battalion and below)Probe for position (e.g., Battalion Commander)
(2) What kinds of problems have you observed in the use ofautomated command and control devices such as MCS? Do yousee specific training requirements emerging from the use ofsuch devices?
(3) What types of training strategies would help strengthenperformance in these areas?
(4) How could command and control training needs be productivelyaddressed in a simulation networking environment?
(5) Are there any training strategies currently being used byyour group, particularly using automation (such as PANTHER)that would be useful for us to see?
B-3
Tactical Commanders Development Course. School for Commandpreparation. CGSC:
(1) What do you see as high priority training needs in the areaof command and control for battalion commanders?
(2) What types of innovative approaches have been usedsuccessfully in TCDC to address some of these needs?
(3) When the ADST Simulation Networking facility at FortLeavenworth is fielded, how might you see it being used totrain battalion commanders in command and control skills?
(4) Are there any training strategies currently being used atTCDC, particularly using automation, that would be usefulfor us to see?
Future Battle Lab. CAC-CD:
(1) What do you see as emerging technology in the area ofcommand and control training?
* Probe for echelon (Battalion and below)* Probe for position (e.g., Battalion Commander)
(2) What impact do you see automated command and control devices(such as MCS) exerting on command and control?
* Probe for position (e.g., Battalion Commander)* Probe for changes in how job is performed (i.e., new
skill requirements)* Probe for anticipated training requirements* Probe for specific problems in information handling,
transmission, overload
(3) How do you see technology assisting commanders in thecommand and control process in the future? What trainingrequirements do you anticipate emerging with the use of thistechnology?
(4) Are there any technology-based devices or automation-basedtraining strategies currently under development at FBL thatwould be useful for us to see?
School of Advanced Military Studies. CGSC:
(1) What kinds of command and control deficiencies do youroutinely observe in SAMS exercises? What are the highpriority training needs in this area?
* Probe for echelon (Battalion)* Probe for position (e.g., Battalion Commander)
B-4
(2) What kinds of problems have you observed in the use ofautomated command and control devices such as MCS? Do yousee specific training requirements emerging from the use ofsuch devices?
(3) What types of training strategies would help strengthenperformance in these areas?
(4) When the ADST Simulation Networking facility at FortLeavenworth is fielded, how might you see it being used totrain SAMlS students in command and control skills?
(5) Are there any training strategies currently being used atSAMS, particularly using automation, that would be usefulfor us to see?
B-5