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A0 A063 137 HUMAN RESOURCES RESEARCH ORGANIZATION ALEXANDRIA VA F/G 5/9

A SYSTEM FOR TRAINING AND EVALUATING BATTALION CO MMAN r) GROUPS W——E TC(U )
AUG 76 0 A OLMSTEA D . F K CLEARY. T R POWERS DAHCL9—76—C—O020
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- - . .——— .- .- .— — —— FON TRACT O R G R A N T N U M B F R- I S I

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Joseph A./Olmstead , Fred K ./Cleary ,

Theodore R.flowers~~~~~ James A. Salter /
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for public r.I.as. and sal.; its
dis t ri bution is un lim it .d.

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Gaining Simulation Criti que Systems Command Group Performance

Simulation Trr~in ing Team Performance
Group Processes Training Objectives Model ing
Evaluation Systems Game Rules Scenario Design
25 , A I S S T R A C T (Contin n’ .,, r ’ - r ’. ’ / ( I ’ f l , , , i S ‘~ V s :in i I t d o i ’: f y bi f ’Io ~’A .. .,

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and elaboration of
~~This report describes research devoted to refinement
Connuand Post Exercise LONGTHRUST , a gaming simulation exercise. LONGTHRUST,
which is appropriate for Battalion level Command Groups , was originally
developed as a scenario dependent exercise. The research involved developmen
of simplified game rules, refinement and definition of controller roles and
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~~~~~~~~ activities , development of a criterion—referenced critique and evaluation
system , and extensive refinement and simplification of materials so ~~~~~~~
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3,0. Abstract (Continued )

~~~revised system would he suitable for use w i t h any combat operation or

environment. The revised system , labled COM’I’RAIN , is appropriate for use
by Army units who wish to practice tactical concepts using gaming
simulation techniques .

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Fina l R.port
HumRRO
HumRRO
FR.ED(C) .77.4

A System for Training and Evaluating

Battalio n Command Groups
With Gaming Simu latio n Techniqu es

by
Joseph A. Olmsteed, Fred K. Cleary ,
Theodore R. Powers,and James A. Salter

HUMAN RESOURCES RESEARCH ORGANIZATION

300 Nort h Washington Street • Alexandria . Virginia 22314

August 1976 Prspsr d for: ~

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US. Army Reswth Institute for the

Bsh v and Socl$c~ ncss L
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1300 Wilson
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Mington,VIrginis 22209 ~~~~~ - -

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 PREFACE

This report describes work performed by the Human Resources

Research 0rgani;~ation (}lumRRO )for a pro ject, wi th the overall
objective of developi ng an improved sv~~tt ’rn for training and
evaluating the prof c i o n c v battalion co mmand groups in the
(/ ~

performance o~ combat operations. The proje ct was conducted by

HumRRO for the U.S. Army Research Institute for the Behavioral
and Social Scieriees ’(ARI).

Work on the project was begun in Janu ,-irv 1976 and completed
in August 1976 and was conducted by the staff of the Columbus
Office of HumRRO ’s Eastern Division . Dr. .h)scp h A. Olmstead
served as Project Directot . The research tnff consisted of
~
LTC (Retired) Fred K. Cie~ ry, Mr. Theodore R. Powers , and Mr.
James A. Salter.

Dr. T. 0. Jacobs , Chief , ARI Field Unit , Fort Leavenworth ,

Kansas , served a~. MU technical monitor of thc project.

The work was p c r f o r r n isd under C o n t r d ct N o . DAHC 19—76--C—0020 ,

“An improved SvsI ci : f or Tr i in i n g and Fv i iu at i n g B a t t a l i o n Coimnand
~ ~ ~
Groups. ”

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CONTENTS

Page

INTROD UCTION 1 :
Military Probl em 1
Research Problem 2
BACKGROUND 5
Comand Group Performance 5
Requirements for Effective Training 8
The LONGTHRUST CPX 10
METHODS AND RESULTS 14
Training Objectives for Battalion Command Groups 14
A General System for Conducting Comrtc~nd Post Exercises 15
Major Modifications to the LOhGTNRUST Methodology 17
A General Scheme for Evaluation and Critique 25
Guidance for Use by Field Un- ’ts 34
Adaptation of LCNGTFIRUST 75 35
User Feedback Questionnaire 38
orscuss io 39
~
APPENDICES

A Battalion Command Group Critical Performances

B Traini r-ci Ohjoct ’ -v e for the Cornand Group of
a Mechanized Infantry ~ Battalion in a
Combat Env ironme nt
C Table of Con ’ents , ‘ Traininq Battalion Command
?i Foups with COMIRAIN Command Post Exercises ’
~
0 User r eedback Quostio nnaire

FIGURES

1 Explanatory Model 1 Cornand Group Performance 6

2 Example of an Entry in the Master List of
Prepianned Eva luations 30

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A SYSTEM FO R T R AINI NG AND EVAL UA TING BATTALI O N CO MMAND G ROUPS

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W ITH GA MING SIMU LA T ION T E CHNI QUES

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INTRODUCTION

This report describes the results of a project the purpose of which was

to develop an improved system for training and evaluating the proficiency

of battalion command groups . The specific objectives were to modif y an

existing prototype system for conducting command post exercises so that it

would be generally app licable for all types of scenarios , environments , and

combat operations and to simplify the system for imp lementation by field

units . Thus , the improved system would make available to field units an

Innovative and inexpensive but e f f e c t i v e method f o r t r a i n i n g and e v a l u a t i n g

battalion command and staff personnel.

MILITARY PR OBLEM

T r a d i t i o n a l m e t h o d s fo r t r a i n in g and e v a l u a t i n g b a t t a l i o n command and

staff personnel in the performance of command and control activities have

become increasingly less feasible because of constraints upon resources such

as personnel , equipment , terrain , and funds . Accordingly , there is need for

inexpensive , innovative methods for effectivel y training and evaluating hat—

talion command groups in the performance o functions required for effective

- - comba t operations .

One planned solution to the above prob lem Is to provide field u n i t s

with combat simulations and associated training and evaluation procedures

which are systematically designed to (1) challenge c ommanders and staffs in

functional areas identified as critical for unit effectiveness , (2) achieve

specific training obj ectivos , and (3) permit evaluation and critique of group

performance in the critical areas . In order for such training and evaluation

systems to be readily , ea sil y , and effectively Implemented by field units , it

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 _ _ _ _ _

Li will be necessary to provide simulation exercises based upon clearly—

defined training objectives , carefully developed and easily—used evalua—

• tion and critique procedures , and full and comp lete guidance for use of

the prototype systems for development of own additional training and

evaluation procedures .

The Army has developed a prototype simulation exercise , LONGTURUST

75, which couples conventional command post exercise (CPX) procedures with

a control system based upon two— sided gaming simulation . As currently

designed , the control methodology is scenario—dependent , with instructions ,

rules , and gaming paraphernalia specific to the environrent and operation

dep icted in LONGTIIRUST 75 and controller instructions and rules are highly

complex and , thus , difficult to implement.

The basic me thodology used in LONCT URUST 75 is a valid means for imple-

menting command post exercises which will be challeng ing, interesting , and

effec tive for t~ aining and evaluation purposes. However , there is need for

a system , based upon the LONCTURUST methodolog y, which will be suitable for

use with many different scenarios depicting a variety of comba t operations

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and environments and , in addition , will he 1e~ s difficult to implement and

more amenable to s y s te m at - i c t r a i n i n g and e v a l u a t i o n p r o c e d u r e s .

RESEARCH PROBLEM

Because of the need described above , the Human Resources Research

Organization (HumRRO) was requested to reduce the complexity of LONGTHRUST

75 and to adap t the LONGTHRUST methodology so as to provide a system for

conducting simulation exercises which would be readily adaptable to a variet y

of tactical situations and terrain settings. Specifically , the problem

involved accomplishment of the following tasks :

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Task 1— Develop Training Objectives for Battalion Command Groups.

Design of an effectiv e training and evaluation system will

req~iire , as a first step , development of performance objectives .

Such objectives will serve as guides for development of training

scenarios and as the foundation from which a detailed evaluation

and critique system can be elaborated .

Task 2— Review and Simplify Control Board Rules for LONGTh’RUST 75.

Control Board rules for LONGTHRUST 75 are to he reviewed and

simp lif ied where possible . The review will encompass all game

board rules , game paraphernalia , and procedures. The fina l product

will be scenario—independent and suit~tble for an future scenario

developed for tli ~ s (LONCT11R1J ~ T) simulation system .

Task 3— Rev iew and Revise Controller Roles and Duties.

Controller ,-oles and duties will be reviewed to determine if

consolidation of duties will permit use of fewer controllers . The

product of this task w i l l be a document which d s c rih e s the revised

controller positions and duties and provides adequate instructions

for performance of these duties. This product will be scenario—

independent and suitable for inplicat [on to ;tn’- future scenario

developed for this simulation system.

Task 4— Develop a General Scheme for CPX F-valuation and Conduct of

Critiques.

A genera l system for evaluating and conducting critiques of com-

mand group performance. w i l l he developed . The system will provide

general guidelines for designing and Implementing scenario—dependent

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evaluation schemes and will he designed to reinforce and maximize

learning inoicateu by the tra~ ning objectives .

Task 5— De’~elop a Trainin~ Document for Use by Field Units .

A doc ument w ill be developed to provide guidance and informa-

tion to field uiits con~:erning use of t h e revised system fnr training

and evalua t ing command groups.

Task 6— Ad~ p~ ation of LONCTHRUST 75 Scenario and Development of a

Scenario—De~pendent Evaluat ion and Critique System.

The current scenario for LO~ GTHRUST 75 ~ i1l be adapted for use

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within the general s i m u l a ti o n sy s t e m and an e v a l u a t i o n and critique

system specific to the revised scenario w i 1 l be developed . The

evaluation and cr itique s~ st em will he dcst— ;ned w ith capabilities for

use either by hr~~ ode ceimnanders in ev aluating battalion command gro up

performance o r by ba tt a 1io n commanders in c-valuating the performance

of their own ccnmand ~,r ’up .

Task 7— Dcvelop a User Feedback Questionnaire

A brief questionnaire will he developed lot use in obtaining feed—

back fror users in the field. The questionnaire will address the

training effectiveness , feasibility , cred ib ility , a nd realism of the

CPX ’s and their associated evaluation of feed back systems . It will.

also solici t recarc~-r :vlations for additional materials far filling

training reqeirem euts of fi~’ld uni ts with respect to the functioning

of command groups.

4
 BACKGROUND
COMMAND GROUP PERFORMANCE

The purpose of the required training and evaluation system is to

prov ide field units with effective opp ortunitic ~; for learning to conduct

tactical operations under the rapidly—changing conditions of modern combat

environmen ts. Effective performance under the-se conditions requires that

a command group be pr oficient in (

1) accurate assessment of rapidly and

constantly fluc tuating battlefie ld situations and (2) making effective

dec isions and communica t ing ins tructions concerning their imp lementation ,

frequen tly under the pressure of very short tine constraints .

An explana tory model of command group performance , developed in an

1
earlier HumRRO study , is shown in Figure 1. in the model , each numbered

block represen ts one if t he fc-llo ~-’ steps in t h e se q u e n c e of p e r f o r m u r c e:

Step 1. — At r h o heg~ nn!nt; ef an operation , a c ommand group

is pr o”ided a give r amount of rascat rcvs (personnel ,

units , equipment , e tc.), a rrission , a nd h as ava i lable

inf orma t. i c a e t - c er n in g t h e — ucral situation .

Step 2 — The comr ~and g r o up c o l le c t s , r1 co r d s , a n a lv ~~ , d i s p lay s

and p ;-l sses on i n f o r m a t i o n and in t e l l i ge n c e .

Step 3 — At all times , t~:e group must know the current situa-

tion and current status of resources.

S tep 4 — Based upon ~ts analyses of informa tion , in telligence ,

the currant sittiat~ on , and current status of resources ,

1
Olmstead , Joseph A., Cleary , Fred K., and Sal ter , James A. Functions
of Battalion Command Gro~ j,~~ HuxnRRO Final Technical Report FTR—CD(C)—75—ll ,
November 1975 , Alexandria . Virginia : Human Resources Research Organization ,
p. 16.

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the command group makes plans and decisions concerning

the conduct of the battalion ’s operations .

Step 5 — The command group communicates its p lans , dec isions ,

implementing orders , and intelligence to individuals

and units as it deems appropriate .

Step 6 — If the above activities are performed effectively,

the mission will be accomplished within a minimum time

consistent with an acceptable ratio of friendly to enemy

casualties and weapons systems losses .

Steps 1 and 6 are one—time events. Of course , Step 1 occurs only at

the beginning of an operation and Step 6 is the final result . On the other

hand , Steps 2, 3, 4, and 5 constitute a cycle of events which repeats itself

many times as situations , missions , and resources change during the course

of an operation. According ly, Step 6, the ultimate outcome , will be influenced ,

not only by single significant events , but by consistent proficiency in the

many repeated performances of the cycle.

• All earlier steps determine Step 6. The general situation , the nature

of the assigned mission , and the amount and types of resources allocated to

the battalion at the beginning of an operation (Step 1) play an important

role in the ultimate outcome. However , of equal importance are the quality

of the functions and activities performed during Steps 2, 3, 4, and 5.

Assuming that the general situation is not overwhelming , the mission is proper

within the context of the general situation , and the assigned resources are

adequate, the quality of the functions and activities performed in Steps 2,

3, 4, and 5 will be the major determinants of overall effectiveness.

The model provides a convenient way of classifying and sequencing the

functions performed by command groups. Furthermore , it prov ides a mean ingful

way of relating the functions to ultimate outcomes.

7
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A significant feature of the model is its emphasis upon the func-

tioning of battalion command groups as teams . That is, the model

stresses the capabilities of such groups to operate as integrated units

and results are viewed as group outcomes , as opposed to the separate

products of individuals in performance of their respective command and

staff roles.

In furtherance of the current emphasis upon team performance , the

U.S. Army Command and General Staff College (CGSC) has identif ied a set

of command group performance fac tors which have been determined to be

critical for the effective leadership of battalions , or battalion—sized

task forces , engaged in combat operations (Appendix A). These Battalion

Command Group Critical Performances , with their associated conditions and

standards , constitute the essential foundation for the development of

command group training and evaluation systems . With this foundation , simu—

• lation exercises can be designed to provide training experiences that will

be directly relevant for the various critical performances and evaluation

and critique procedures can be designed to focus upon a command group ’s

effectiveness in executing them . Thus, commanders can be assured that

training will be directed systematically t .,ward developing skills that have

been identified as essential for effective combat performance.

REQUIREMENTS FOR EFFECTIVE TRAINING

Training that is intended to develop the types of skills discussed

above must be systematically designed to provide (

1) frequent opportunities

for practice in assessing combat situations and in making and communicating

dec isions abou t the m , (2) opportunities to observe the impact of decisions
and actions upon the course of ongoing tactical operations , and (3)

8
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information about the ultimate effectiveness of actions and of ways they

might have been better executed . Such training is essentially “experien—

tial” in nature. Learning occurs when participants experience the dynamic

interaction between their decisions and actions on the one hand and a

reacting environment on the other . Thus, participating personnel actually

experience themselves functioning in realistic combat situations and also

experience the consequences of their decisions and actions . In this way ,

participants “discover” the implications of various elements of the battle-

field——friendly , enemy, and environmental , for combat effectiveness. “Dis—

covery learn ing” is generally more meaningful , lasting , and relevant than

learning acquired solely through conventional classroom instruction. There-

fore , experiential training for command groups has the fundamental objectives

of (1) making participants consciously aware of the implications of their

decisions and actions upon the outcomes of combat operations , and (2) helping

them to become skillful in assessing operational situations and acting effec-

tively within them.

Such training is best accomplished through the use of simulations which

present credible representations of the complexities of modern combat and

are specifically designed to probe the activities of command groups in

critical performance areas , thus insuring that the training will provide the

required assessment and action experiences. However , mere participation in

a simulation is not sufficient for maximal learning to occur . In addition

to mere exposure to simulation experiences , partic ipants also require

knowledge of the results of their efforts provided through systematic feed-

back to them of data about their performance. Therefore , the most effective

training systems for command groups will include , in addition to simulation

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____________________

exercises , evaluation and critique procedures designed so as to readily

identify significant events and actions and provide meaningful data to

evaluators and participants .

THE LONGTHRUST CPX

Despite the many surface variations in the formats of CPX ’s, one

underlying rationale applies to all. The rationale is that training and

evaluation of command groups can be accomplished effectively and eff 1—

ciently by placing participating personnel in simulated combat environments

and exposing them to realistic situations and problems to which they must

reac t as members of command and control teams .

In general , CPX ’s require command groups to interact with controllers

who play the roles of commanders and staff personnel of superior , subordi-

na te , supporting, and adjacent units. The controllers respond to partic-

ipants ’ inquiries or instructions as if they are the occupants of the

interacting positions and , thus , simulate the environments within which the

command groups must function . If the environments are simulated realistic-

ally, participants experience events and practice actions similar to those

• which occur under actual combat conditions .

In m ost CPX’ s, controllers base their inpu ts and responses to partic-

ipants upon preplanned scenarios which dic tate the information to be provided

and the general courses of events which occur during the exercise . Thus, a

weakn ess of conven tional CPX ’s is that outcomes are predetermined and , accord-

ingly , controller inpu ts frequently create an atmosphere of artificiality

which can seriously impac t upon training effectiveness .

The me thods u sed in CPX LONGTHRUST are de signed to over come some of

the limitations of conventional CPX ’s. From the perspectives of the command

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group participants , conventional and LONGTHRUST CPX’s are structurally

similar , in that both are conducted in three phases:

1. A preparation phase, in which the command group , under its

own identity or having assumed the identity of a specified battalion , and

having been placed in a simulated tactical situation and assigned a mission ,

develops a plan for accomplishment of the mission and issues orders intended

to prepare the battalion to execute the plan . The command group ’s informa-

tion environment is generated by documents/messages provided/inserted by

controllers .

2. An execution phase, in which conduct of the operation planned

by the command group is simulated . The command group ’s information environ-

ment is generated by messages inserted by controllers; its initial and sub-

sequent orders are mediated by controllers representing friendly forces .

3. An evaluation/critique phase, in which the command group ’s

performance is reviewed and assessed .

However , unlike conventional CPX ’s, LONGTHRUST includes representation

• -
of opposing forces played by controllers who attempt to carry out a THREAT

mission and react to the friendly forces ’ battle actions in accordance with

THREAT doctrine . Thus , the command group undergoing training is faced with

an opposing force which actively attempts to defeat the friendly unit and

the ev en ts and outcomes of c omba t ac t ion s ar e de termined by the dynam ic

interplay of the opposing decisions and actions rather than the predetermined

outcomes of a prepared scenario .

The most innovative and readily discernible difference between LONGTHRUST

I me thodolo gy and tha t of conven tional CPX ’s is that the interplay between
~ friendly and opposing force controllers is mediated by a manual two—sided gam—

ing simulation through which the outcomes of combat actions are determined .
‘4-
11

I
 ~~~~ -•~~~~~~~~~~~ •- ~~~~~ • -- ~~~~~~~~ -- -• •• • -- - - -- - - - -~~~~~~~~~
- - - ---- --

The forces of the U.S. battalion and the enemy forces opposing it

are represented by movable unit markers located on a terrain—realistic

game board and con tr o llers , role—playing the positions of the commanders

of the represented friendly and enemy units , position and maneuver these

unit markers substantially as they would position and maneuver actual

units on a real battlefield . In attempting to execute the missions assigned

to them , the controllers apply established doctrine (friend ly or enemy , as

applicable) and act and react in consonance with the exigencies of the situ—

ations that develop . They are constrained by established rules , ra ther than

by a prepared script that forces progression of the CPX in a predetermined

manner . However , within the constraints of the rules , outcomes are deter-

mined by the free play of the two opposing forces , w ith th e p lay of friendly

forces governed by directives of the command group undergoing training or

evaluation.

Other significant , though less readily apparent , differences between

LON GTHRUST and a s tandard CPX a re:

1. In the preparation phase of a LONGTHRUST CPX, the quality of

the command group ’s information about its environment is more closely related

to the quality of its intelligence acquisition and processing efforts than in

a standard CPX.

2. In a LONGTHRUST CPX, any event or situation in the execution

phase can be recreated at any later time and examined in detail. When con-

duc ted for tra in ing, a LONGTBRtJST CPX can be halted at any point and a past

event or situation recreated and , if desired , replayed . The CPX can then be

• resumed without detriment to training.

3. Evaluation and critique of perf6rmnace in a LONGT}IRUST CPX can

be more objectively based than in a standard CPX .

12
~ - - -
--- - ~

Of special relevance for the work reported herein is the fact that

LONGTHRUST 75 , the Army—developed prototype CPX using the gaming simula-

tion methodology depicts a battalion—sized , comb ined arm s task force engaged

in an attack operation in a European environment. The game rules , gam ing

paraphernalia , controller role instructions , and directions for training

which comprise the LONGTHRUST 75 “CPX package” are “scenario—dependent ,” i.e.,

they apply specifically to a European environment and an attack operation and ,

without modification , cannot be used for other environments or types of

operations . Furthermore , the LONGTHRUST 75 instructions and materials are

h ighly com plex in both content and format , thus making implementation of the

CPX likely to be difficult and cumbersome for field units.

Accord ingly , as described in detail under the Research Problem section ,

the overall purposes of the pro l ect described here was to adapt the LONCTERUST

methodology and materials so that they would be generally inde p enden t of

par ticular scenar ios , environments, and operat ions , simplify the methodology

and materials , and develop an evaluation and critique scheme based upon the

critical performances identified by the Command and General Staff College .

13
 - - -
-
- • -- --

METHODS A N D RESULT S

Methods of accomplishment differed somewhat for the various tasks and

were directly related to the results obtained . Accordingly , the method of

approach will be described in conjunction with the results of the respec—

tive tasks .

TRAINING OBJECTIVES FOR BATTALION COMMAND G ROUP S

Task 1 required the development of training objectives for battalion

command groups. The purpose was to identify general training objectives

which would serve as guidance for the construction of scenarios for CPX ’s

using the LONGTHRUST methodology .

A thorough analysis of LONGTHRUST 75 was conducted to determine its

advantages and cons traints with respect to training performance and to

ide n tif y f e a t u r e s of i t s training conditions tha t might affec t the nature

of the training objectives or that might impact upon determination of their

1
achievement . In addition , previous work by HumRRO had resulted In identi—

fication of the basic functions served by battalion command groups in combat

operations . These functions were examined to determine the mos t appropriate

translation of them to training objectives within the context of LONGTRRUST

CPX ’s.

The training objec tives which resulted from this approach are shown in

• Append ix B. It will be noted that the Action , Conditions , and S tandards

portions of each objective are stated at a high level of generality . They

were so designed in order that they might be equally applicable for a variety

of operations and environments. The general standards were designed to

‘Olmstead , Joseph A., Cleary , Fred IC., and Salter , James A. Functions
of Battalion Command Groups, HumRRO Final Technical Report FTR—CD (C)—75—ll ,
November 1975 , Alexandria , Virginia : Human Resources Research Organization .
14

-- - -~~~~~ • • • -- -~~~~~ _ _
 •— - - - - -~~ - - - - --- . —-- - - --- -
~~~ ~~

provide guidance for the derivation of more specific criteria pertinent

to particular scenarios . Thus, the objectives were viewed as overall goals

toward which developmental work would build through the appropriate design

and accumulation of specifics and details pertinent to each particular CPX

scenario . -

Sh or tly af ter the tra in ing ob jec tives were d evelo ped and submit ted , it

was learned that concurrent with , bu t inde penden t ly of , the work on this

project , th e C ommand an d General S taff Coll ege , w ith the ass is tance of an

Army—wide committee , had developed the Battalion Command Group Critical Per-

formances shown in Appendix A. These items constitute desired proficiencies

to be achieved upon completion of training . Initiating conditions, tasks ,

and general standards were developed .

In discussion with the ARI COTR and representatives of the College , it

was decided that , in the interests of uniformity, the critical performances

developed by the College should govern future work on this project. A~ cor4—

ingly , the performances shown in Appendix A were used , where appropriate, in

work on later tasks. It should be noted that no conflict exists between the

objectives developed by HumRRO and the performances identified by the College.

The difference is essentially one of format .

A GENERAL SYSTEM FOR CONDUCTING COMMAND POST EXERCISES

Task 2 required review and simplification of “control board rules” for

LONGTHRUST 75 , Task 3 stipulated review and revision of controller roles and

duties , and Task 4 required development of a general scheme for evaluating

and conducting critiques of command group performance. The products of these

-

tasks were to be scenario—independent and suitable for applica;ion to a wide

L.
•

.-

range of scenar ios , opera tions , and environments.

15

-~~~~. — _ _ _ _ _
 Because of the requirement for rules , materials , con tr oller roles , and

the evaluation and critique scheme to be scenario—independent , it became

apparent that what was needed was a general , scenario—independent system s

based upon LONGTHRUST methodology , which could be used as the common frame-

work upon which a variety of operation— and environment—specific CPX ’s

could be designed . All such CPX ’s would be conducted in the same way, i.e.,

same general r u les , controller roles , and general evaluation and critique

scheme ; but , for each , certain exclusive rules , special controller instruc-

tions , and specific evaluation standards would be superimposed upon the com-

mon framework.

Accord ingly, the basic methods of LONCTHRUST were adapted to produce a

basic CPX system to which was assigned the acronym COMTRAIN. The term ,

LONGTHRUST , was judged to possess definite scenario—specific çonnot tions ,

~
i.e., its scenario dep icts a “spoiling” attack involving a long friendly pene—

tration , or thrust, into enemy-held territory. Therefore , to avoid scenario—

specific connotations for the general system , the acronym COMTRAIN was recoin—

mended . Under this concept , LQNCTHRUST would become the prototype CPX for

the COMTRAIN system .

To fulfill the requirements of Tasks 2, 3, and 4 for documents that

describe the revised methodology , a COMTRAIN Handbook was developed . The

handbook is designed to be a sir~gle source of information concerning the

methodology of the COMTRAIN system , the rules and procedures of the gaming

simulation aspects of the system , and of controller roles , responsibilities ,

and duties . To this end , and to provide orderly treatment of subjec t matter ,

the Handbook is tabularly organized into Parts , Sections , and Subsections .

This organization also facilitates extraction , reproduc tion , and selec tive

16
distribution of any portion . For example , it was envisioned that the tables

and charts contained in Part II may be reproduced as plastic sheets , or that

other sections of Part II (or of any Part) may be extracted and distributed

to controllers for their ready reference .

Br ie f l y , the organization of The COMTRAIN Handbook is:

Part I. The COMTRAIN System : A broad description and

explanation of the system and its operating components .

Part II. The COMTRAIN Control Subsystem : The means by which

COMTRAIN CPX ’s are controlled . Contains eight sections .

Part III. The COMTRAIN Data Recording Subsystem .

Part IV. The CONTRAIN Critical Performance Subsystem .

Part V. The COMTRAIN Evaluation/Critique Subsystem .

Major Modifications to the LONGTHRUST Methodology

HumRRO ’s analysis of the LONGTIIRUST materials showed that the system

for control , i.e., the gaming simulation is valid and sophisticated . It

is presented , however , in an overly complex manner that tends to confuse and

overwhelm controllers with 13 separate handbooks , six different combat

results computers , and numerous data collection forms and other explanatory

material.

The general approach was to organize the material , remove that which

was redundant (e.g., each of the 13 handbooks contained many pages that were

exactly the same in all), simplify that which remained , and add ma ter ial as

necessary .

The major modifications , simplifications , and additions actually made

are identified below and the rationale for them stated . Minor changes that

did not change meaning of original materials are not separately identified .

17

- - — --
~~~~~~~~~~~~~~~ —~~~~~~~~~ --~~~ -
I

Major Changes

a. Glossary . A glossary was developed to provide a single source

of definitions of the terms used in COMTRAIN. Some of these terms are stated

or implied in the LONCTHRUST material; others are new , added to provide

greater clarity .

b. Game Board (Control Board). No changes were made in the basic

LONCTHRUST Control Board (renamed game board in COMrRAIN). Recommendations

for changes are discussed below.

c. CPX and Gaming Simulation Material.

(1) Markers. Markers for obstacles , indirect fire , ind ividual

vehicles , and improved positions were mentioned in the LONGTHRUST material ,

but were not included nor adequately described . Precise descriptions of these

markers were added as directions for their product ion for inc l usion in COMTRAIN.

( 2) Charts.

(a) The U.S. Indirec t Fire A llocation Chart and the Enemy

Indirect Fire Allocation Chart were combined to produce a single , more compre-

hensive chart containing the information in both. The new chart also corrects

an error in the LONGTHRUST charts regarding illumination.

(b) Terrain Effects Chart. No changes were made in the

LONGTHRUST terrain effects chart. Recommendations for changes were submitted .

(3) Probes. The “probe ” system for making inputs during the

exercise was introduced .

(
4) Forms. No changes were made in the forms used in the

LONGTHRUST system .

(5) Combat Results Tables.

(a) Mine Effects Table. The mine effects chart of the

LONGTHRUST system was revised to increase the data presented and to make

the data applicable to all scenarios .

18
 (b) Close Assault Combat Results Table. With the excep-

tion of an addition recommended by CGSC , no changes were made and none were

recommended .

(c) Indirect Fire Combat Results Table and Air Attack

Combat Results Booklet. No changes were mad e or recommended .

(d) Tank Main Gun, Antitank Gun, Antitank Rocket, Anti-

tank Guided Missile, U .S. Units Infantry Fire, and Enemy Units Infantry Fire.

1. In LONGTHRUST , the combat results tables for these

weapons/types of fire are shown in hand—held manual computers , popularly

called “whiz wheels.” These were found to be difficult to master and slow

to operate , and they are presumed to be expensive to produce. Experimentation

indicated that all three of these circumstances could be alleviated by con-

version of the computers to direct—read tables. This was done and the result-

ing tables made a part of the CONTRAIN system . Conversion included reducing

the numbers of weapons/targets in some of the tables , as the need for the

higher numbers (e.g., lOxlO) never emerged in game p lay . Additional experi-

mentation in these areas was recommended .

2. In converting the computers to direct—read tables ,

no changes were made in the numbers reflecting results , although some of the

results shown are definitely incorrect (e.g., three targets destroyed when

only two were engaged), and some of the results seem questionable (e.g., a

• weapon being more effective at maximum range than at less—than—maximum range).

• Review of weapons effects was recommended .

d. Control Group .

(1) LONCTURUST requires 17 controllers when conducted by a bat—

talion and 18 controllers when conducted by a brigade . The differences are:

19

___________________ _________ - - - —•- - — -- ~ =- -- — -- -.—• --

 battalion conduct requiree two control board contrqllers, brigade conduct
• requires one; battalion conduct requires one e~~my control1.e~ , brigade con~

duct requires three. No reasons ~~r the d feVence are given in the LONGTHRUST
~~
materials and none are apparent, COMTRAIN standardizes the co~trol1er require-
ments, in both instances, and reduces the req~zirement to 15, with the prQvision

that controllers may be added when required by tite comple~4~y of some aspect
of a given CPX.

(a) The Assistant Brigade Controller is eliminated . Game

play indicated that all brigade controller duties can be accomplished by one

controller.

(b) Two Forward Observers are eliminated . Game play

indicated that the limited sige of the game board prevented simultaneous

work by four and two could adequate~,y perform all required duties.

(c) The number of Enemy Controllers was fixed at two, game

play having shown that, although two are needed in both situations, three are

not needed in either situation.

(d) The number of G~me Board Controllers was fixed at two,

game play having shown that two are needed in both situations.
(2) COMTRAIN ~pecifjes that position incumbents who, principally ,

are operating personnel in the gaming simu1~~ion be the same in ~oth situations .

e. Rules. ~~S BiutplifiCatipfl of rules was a major task of the

research, The COMTRAIN Uan4book is a major deviation ftorn LO1~GTHRUST in for—

mat , although not necessarily in content, Fitet, i~ was decided to 1.~u4ude

a “Rules Section” that would present specific ~ulea covering various topics.
This is not done in LONGTHRUST; the rules ar scattered throughout the written
~
material. Second , it was decided to make each tule a definitf statemen~ that

can be directly ~pplied by eontroller~ to various situatiot~s.~ Again, this

20

-~~
 - -- ~~~

type of rule rarely appears -Ln the LONGTHRUST material. Finally, it was

found that there were areas of emission or areas of extreme ambiguity in

LONCTHRUST rules. To correct this, certain “new” rules were developed ,

although in some cases they may merely be a specification of what is implied

by the LONGTHRUST designers .

Recon~nendat1 ons

The fol1ovit~g recommendations identify areas in which , with a single

exception , no developmental work was accomplished by N.krnRRO. The exception ,

changing the data on the whiz wheels to direct-read tables, wa s accomp lished

to partially satisfy the task of simplifying the LONGTHRUST game rules .

Each recommendation discussed here is followed by a rationale. In

most cases, the rationale is based on the opinions of both military and HumRRO

personnel that there is a problem in a particular area that needs to be investi-

gated. Although these opinions were developed during extensive game play ,

there are no specific data available .

1) The whiz wheels should probably be replaced by tables .

(

However, this question should be studied further.

Rationale: The whiz wheels appear to be unnecessarily

complicated and difficult to master . Also , the wheels contain more possi-
bilities for engagement (weapons vs. targets) than are probably necessary .

For these reasons, the critical information on the whiz wheels were converted

to tables. However , final resolution of the question of whiz wheels vs.

• tables should be approached in an empirical manner by a study to identify the

• advantages of one mode of presentation over the other .

(2) The validity of the information on the whiz wheels should

be verified .
• -

21

-
~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Rationale: Computations using the whiz wheels result

in certain unusual weapons effects. For example , it is often found that

for a fixed number of weapons , kl

il eff iciency decr eases w ith increasing

numbers of targets in a single hex . Also , there is a very high probability

of kills at longer ranges . The HumRRO—produced tables basically reflect

the existing information on the wheels. However , it is recommended that

the information on the wheels be (a) compared with established weapons effects

for various distances , and (b) reviewed to establish more consistency between

number of targets engaged and number of kills obtained .

(3) Th e card board un it marker s should u ndergo a huma n fac tor s

analysis to improve their usability.

Rationale: The LONGTHRUST unit markers are duplications

of those used in some of the elementary commercial games. Although these

are appropriate for that type of use , experience by both military personnel

and HumRRO has indicated that there are some human factors problems . Some

of these problems and possible solutions are as fol]ows .

(a) The markers are difficult to pick up. This

could be minimized by having markers made approximately twice as thick as

the current ones.

(b) There are no markers indicating smoke , areas

of illumination , HE , minefields , other types of obstacles , or improved

positions. Markers should be developed that portray these factors .

(c) The LONGTHRUST id ea of tu rning a marker up si de

down, indicating a disabled vehicle , is somewhat unsatisfactory due to

problems of memory. Printing the markers on both sides with one side show-

ing a disabled vehicle is a solution to this problem .

22
 (d) It is sometimes difficult to find enough markers

for smaller units (e.g., squad )to subdivide a larger unit (e.g., platoon)

when the larger unit has suffered casualties or losses of vehicles. To

solve th~ s, each scenario should be carefully reviewed and all possible combin-

ations of unit markers should be made available in the game package .

(e) Given the probable experience of the personnel

who wl
il norma lly com pr ise a command group , together with the documentation

available in the game package (e.g., wh iz wheel s) , it is probably unnecessary

to have antipersonnel and antitank ranges printed on the bottom of markers .

Ranges could be deleted and the unit symbol enlarged for easier reading .

The close assault factor should be retained because this is special informa—

t ion.

(
4) The LONGTHRUST hex system should be modified so that a

square grid division can be used on the game board .

Rationale: The rectangular grid system in LONGTHRUST

creates an element of artificiality that could be overcome by modifying

the size of the hex . This would have to be carefully done so that such things

as unit movement factors would not be adversely affected . For example , the

use of a 16 x 21 nun hex will produce a square grid division . If each hex

equals 200 meters , the game board will have a scale of 1/12 ,500 and this

scale will be the same both horizontally and vertically . This would appear

to be an appropriate scale for battalion—level simulation .

(5) It was recommended that the LONGTRRUST hex system be

mod if ied so tha t gr id coord inates end ing in bo th odd and even num bers c an

be used .

Ra tionale: Under the LONGTHRUST sys tem , only grid

coordinates ending in odd numbers can be used . The use of only odd numbers

23

_ _ _ _ _ _ • - - - -•~ - - . - •— — - - - - - - —4
in the grid system creates another artificial element. This should be mod i-

fied if possible .

(6) The method of coloring indiv idual hexes should be given

further study .

Rationale: On the LONGTHRUST game board , som e hexes have

only part of their area covered by a specific type of terrain. For example ,

many hexes have only a small area of green indicating extent of the woods in

that area . This causes problems in play . The most common problem concerns

the establishment of line of sight and whether the small areas of woods ob-

struct vision. Another problem is that some controllers have insisted that

they could hide two tank platoons in a small area of woods occupying only a

corner of a hex . HumRRO solved the line of sight problem by the development

of a specific rule . However , the second problem remains unresolved . One

approach would be to color all of a hex the color of the predominan’ terrain

feature. The disadvantage of this approach is that it would necessarily

affect fidelity between the game board and the topographic maps used by the

command groups . The problem should be approached by studying both the human

factors and fidelity requirements involved in game boards that portray terrain .

(7) The symbol for Valley Crest should be deleted from the

game board .

Ra ti onale: As used in LONGTHRUST , the symbol does not

affect movement , line of sight , or target disposition and thus serves no

useful purpose .

(
8) The special symbols for Woods on Slope, Woods on Hilltop,

and Woods on Rough Ground should be deleted and this type of terrain indicated

by printing green striping over the conventional topographic symbol s for Slope ,
I
Hilltop , and Rough Ground .

24
~~~~~~~~~~~~
• . .—
— — --—-—..— -.~ — —— —-- — —.-— ----— - —

•
.~

Rationale: The creation of special symbols (colors ,

shapes) unnecessarily complicates the terrain effects chart. By over—

printing the conventional symbols for Slope , Hilltop , and Rough Ground

with green s trip es , special symbols would be reduced. The different effects

of presence or absence of woods would be shown only as additions to the

basic symbols.

(9) The terrain effects chart should be simplified by (a)

deleting the kilometer scale printed on the left , (b) deleting the printed

l ine “Additiona l Obstacle Restrictions” appearing one—third down the page ,

and (c) the line “Woods— Terrain Restrictions” appearing two—thirds down

the page.

Rationale: The above information is not required for

accurate interpretation of the chart.

A General Scheme for Evaluation and Critique

As discussed In an earlier section , The C ommand and General S taff

College has identified and delineated the critical tasks of a maneuver

battalion command group under combat conditions . The identified tasks were

grouped under two broad functiona l areas: (1) Prepare for Battle and (2)

Fight the Battle. Identified tasks were further analyzed to produce a set

of elemen ts for e ac h task and , for each task.~ .lement , initiating conditions ,
cues , and general trainlpg/evaluation standards were specified . Since the

tasks developed by CGSC apply to all combat situations , they are independent

of any particular CPX scenario .

One requirement for this project was to develop a general scheme and

guidelines to be used for converting the initiating conditions/cues and the

training/evaluation standards from the present scenario-.independent form to

25 -

—~ - ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
evaluation and critique procedures that would be specific to any chosen

scenario to be used in the COMTRAIN system .

Evalu ation

The initial step in developing a general scheme for evaluation

involved several decisions that would govern more specific procedural details.

A first decision concerned the personnel to serve as evaluators . The

COMTRAIN system provides for controllers to serve in the roles of commanders

and s taffs of sup er ior , adjacent , subordinate , and support friendly units .

Dur ing the co urse of a CPX , these controllers are in contact with the bat-

talion command group through standard communication networks and , therefore ,

are in position to observe performance by the command group of the critical

tasks. Experience with LONGTHRUST indicated that the personnel specified

for controller roles and duties could simultaneously exercise control func-

tions and collect and record a reasonable amount of evaluation data . Accord-

ingly, it was concluded that the controller personnel specified for the

CONTRAIN system can serve in the dual role of controller/evaluators , with one

exception . A small number of the critical performances involve staff activity

and interaction which is largely confined to the TOC . One person to serve

solely as an evalua tor loc ated inside the TOC was judged a necessary addition

to the administrative staff for the CPX .

Second , a decision was reached that the system must provide reason-

able assurance that evaluations of all possible task elements will be

accomplished regardless of the scenario . It was concluded that a maximally

effective system should provide procedures for collecting two types of

evaluations which were labeled “preplanned - evaluations” and “opportunity

evaluations.” Preplanned evaluations for all task elements assure that each

26
command group will be evaluated to an equal extent within a standardized ,

comparable methodology. However , the semi—controlled nature of the COXTRAIN

system allows for the possibility that unpredictable , but valuable , opportuni-

ties for significant judgments about performance may arise . Therefore , the

evaluation system should provide for a standard set of scenario—dependent

evaluations , plus opportunity for observations which may vary across dif-

ferent command groups.

The final decision involved the most appropriate way to design

instruments to be used by evaluators in recording their observations and

judgments . The most critical aspect involved selection of the best method

f or s tandard iz ing evaluations across evalua tors and groups . The available

options were identified as (1) checklists of scenario—dependent , c oncre te

actions with a go—no go evaluation decision , (2) critical incident descrip-

tions constructed by evaluators , (3) norm—referenced rating scales , and

(
4) criterion—referenced rating scales. From these options , the criterion—

referenced rating scale was chosen as the most appropriate method for making

evaluations .

Following the above decisions , a set of guidelines for developing

scenario—dependent evaluation systems were prepared . A summary of the guide-

lines follows .

I. Analyze the Scenario

A. Identify the initiating conditions/cues that will

be likely to naturally occur in a particular time

sample during a CPX with this scenario .

B. Specify the initiating conditions/cues in terms of

the particular scenario .

27

_ _ _ _ _ _ _ _ _ _
 •
-~ -- . •

C. Determine which controllers , evaluator(s) will be in

the best position to observe the command group ’s

response to each of the initiating conditions/cues

that were identified .

II. Elaborate the Scenario

A. Determine how initiating conditions/cues for task

elements identified in I.B. above can be programmed

into the scenario .

1. Select a method of creating initiating conditions/

cues which will not materially affect the free—

play characteristics of the COMTRAIN system.

2. Identify the controller in the best position to

create the needed initiating conditions/cues.

3. Provide detailed guidance for the selected

controller(s) to insure that the programmed inputs

are made in a standardized fashion during each

iteration of the scenario.

III. Define Scenario—Specific Standards

A. For each task element , identify and describe command

group actions that will constitute evidence of per—

formance on the element.

1. Determine alternative actions , both the effective

and ineffective , that might be taken by a command

gr oup under the par ticular circ ums tances of the

scenario.

2. Describe the alternative actions in scenario—

specific terms , i.e., in terms of the units ,

28

_ _ _ _ _ _
-4
 _ _ __ _-
• ~ -- -~ •_ - • - •-- •
_
— -—- -- ---~
~ -_- • _ -

objectives , terrain , conditions , and o ther

reference points modeled for the scenario .

B. Specify in quantitative , where possible , and quali-

tative terms what actions constitute Superior ,

Satisfactory, and Ineffective performance for each

task element .

Analyses according to the above guidelines will result , f or each

scenario , in a master list of evaluation points documented according to a

standard format for each task element pertinent to the scenario . Figure 2

shows an example of the proposed evaluation instrument for one task element .

The general evaluation scheme requires expert judgment in both

preparation of scenario—dependent conditions and standards and in evaluation

of the degree to which a command group achieves effective performance during

a COMTRAIN CPX . However , the approach achieves optimum quantification of

evaluation while still providing opportunity to collect qualitative data

which will be essential for providing meaningful feedback to the evaluated

corenand group .

Critique

The approach to development of a critique system was guided by a

number of preliminary decisions. First , an important consideration Involved

the purpose of the critique , which is to provide feedback to the command group

on its performance capabilities as evaluated through the COMTRAIN system and

to establish guidance for future performance—oriented training . A progres—

sion within the critique from the general to the specific was judged to be

the most effective technique for achieving these purposes. The “general” is

represented by the two broad functional areas identified by CGSC , “Prepare

29
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30

4
F- ~~~~~~~~~~~~~~~~~

for Battle” and “Fight the Battle.” The specific level is obtained with

the 56 task elements and the associated scenario—dependent evaluation.

Thus , a general scheme for preparing and conducting critiques would require

procedures for aggregating specific evaluation data to support conclusions

concerning overall performance in the general functional areas . A scenario—

dependent critique could then progress from an initial overview toward a

more specific and performance/training orientation.

A second option—point concerned the degree to which the entire evalua-

tion staff should be involved in development of the critique . It was con—

eluded that , while the senior evaluator will have final responsibility for

construction and delivery of the critique , the critique itself should be more

the result of group deliberation than individual effort . Opportunity for

group consideration of the evaluation data should increase the reliability ,

validity , and training effectiveness of the critique .

• A final point concerned the optimum time lag between the command

group ’s participation in the CPX and the receipt of a critique . It was

estimated that a critique constructed on the basis of the formal evaluation

4-

data cannot be delivered to a command group earlier than 36 to 48 hours fol—

lowing completion of the CPX . However , some immediate feedback to the

command group concerning its performance is desirable from a motivational

standpoint. Therefore , the decision was made to include an immediate

“Interim Critique ,” to be followed by a la ter “Formal Critique” and , f inally,

by a written follow—up version of the Formal Critique .

An outline for the Interim Critique follows :

I. Mission Ac complishment

A. Was the mission accomplished?

B. Evaluation of the time required to accomplish the mission .

31
 _ _ _ ~~~~~~~~~~~~~~~~~~~~~~~~~~

C. Comparison of TF losses to enemy attrition (exchange

ratio).

D. Preparedness of TF to continue the mission (consolidate

gains , exploit early success , etc.).

II. Use of TF Resources

A. Overview of use of organic direct fire — Examples

of effective and ineffective instances from the CPX .

B. Overview of use of organic and inorganic indirect fire

support — Examples of effective and ineffective instances

from the CPX .

III. Tactical Analysis

A. Using the game control board , recreate situations which

occurred during the execution phase of the CPX; lead

• command group discussion of the actions they directed

- •
at that point and exploration of possible alternative

actions and probable outcomes .

B. Lead ommand group self—analysis of its CPX performance.

IV. Summar~~M and inform the command group of the scheduled date ,

time and place for receip t of the Formal Critique .

The proposed ny s t ern provides for the aggregation of data for each

task element , task , and functional area. Then , all evaluators will hold a

“Critique Conference” during which the data will be reviewed , d ifferences wl

il
- .

be resolved , and conciusions will be drawn . Members of the evaluation team

will provide the Senior Evaluator with their observations about the performance

of the command grcu!’ under consideration . The results of the Critique Con—
- .

ference will be used by the Senior Evaluator to prepare for the Formal Critique .
I

• The Formal Critique is conceived as a two—hour briefing presented

to the command group by the Senior Evaluator , to be f ollowed by submission

to the battalion commander of a written version of the critique .

32

~•.—~~ • ~~~— • -- —~~~~~~~ •• - - --——- - —- - -—-- mt-

- - • - •. ~~~~ ~
 - —~~~~ -- ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ — —~~~ - - ~~~~~

An outline of the Formal Critique follows :

I. Introduction

A. The critique will be focused on the functioning of

the command group as a team ; will be focused on attain-

ment of the standards as a team responsibility or product;

will be performance—oriented .

B. Explanation of the source and nature of the “Command

Group Critical Performances.”

C. The purpose of the evaluation and critique is to pro-

vide the command group with diagnostic knowledge of

strengths and weaknesses; it is intended for the command

group ’s guidance in planning and undertaking group or

individual training to improve performance .

II. Overview of Command Group Performance in the Functional

Area s

III. Evaluation of Task Perfqrma nce

A. Identification of strong task performance.

B. Identification of marginal task performance.

C. Identification of substandard task performance ; dis-

cussion of priorities for training or self—imprQvement

efforts .

IV . Evaluation of Task Element Performance

A. Identification of substandard task element performance;

discussion of performance in scenario—dependent terms .

B. Discussion of priority task elements in scenario—

• independent terms .

-‘ 33
I.

_ _ _ _ _ _ _ _ _ _ _
- • — - —•~~—~~~~~~~~~~~~~~~~~~~~~ -~~~~~~~~ - -•~~ - •~~~~~~~~~~~ •
 -
~~~~~~~~~~

V. Feedback fron Conunand Group

F
A. Determination of degree of acceptance of the

evaluation results.

B. Determination of degree of commitment to training .

VI. Summary and Conc lusion of Critique

Following presentation of the Oral Critique , the senLor evalua tor

will prepare a written report for use by the battalion commander . The

material presented in the Oral Critique will form one part of the report.

A second part will consist of two types of recommendations . One type will

be concerned with recommended changes in Battalion SOP and patterns of inter—

action found to be dysfunctional. The second type will involve a prioritized

listing of training needs and recommendations of ways of meeting the needs .

Full details on the evaluation and critique scheme and guidance for

developing scenario—specific procedures appear in Part V of The CONTRAIN

Handbook. Guidance for use of the evaluation system by unit commanders is

presented in the training document discussed in the following section of this

report.

GUIDANCE FOR USE BY FIELD UNITS

Task 5 was concerned with development of a document which would provide

guidance and information to field units concerning use of CPX ’s based upon

the LONGTHRUST methodology for training and evaluation purposes .

In planning the document , several decisions concerning content and approach

were made . First , it was decided that the document must prov ide guidance

about use of COMTRAIN CPX ’s for training purposes . Here , “training” includes

planning and conduct of CPX ’s, performance of associated evaluations to pro-

vide data for feedback and critique as a part of the training process , and

34

— ~~- —
--———-— ~~~~~~~~~~ •:n~~ .~~~~~~ — .__ _. — 5-
- —•— —-.—— - _
 conduct of training critiques . Second , guidance was to be~ provided con-

cerning use of CPX ’s by battalion or brigade commanders for strictly evalua-

tion purposes , i.e., to determine proficiency levels of battalion command

groups. Finally , guidance was to be provided whereby , if des ired , f ield

unit commanders can develop their own CPX ’s using the basic COMTRAIN

system . Overall , emphasis in the document was to be upon methods for

enhancing learning of command group members. Details for administration

of the CPX would not appear in the training document , since they are

• presented in The COMTRAIN Handbook.

A document entitled “Training Battalion Command Groups with CONTRAIN

Command Post Exerc ises” was prepared . A table of contents for the document

appears in Append ix C.

ADAPTATION OF LONGTHRUST 7 5

One requirement (Task 6) for the projec t was to develop a scenario—

specific evaluation system for use with LONGTHRUST 75 and adapt the LONGTHRUST

scenario so that it would be compatible with both the COMTRAIN and the evalua-

tion systems .

The first step was to identify those critical command group perform-

ances appropriate for training and evaluation with LONGTHRUST 75. Thirty—

five of the task elements identified by CGSC (Appendix A) were determined

to be appropriate. Those found to be appropriate for the offensive opera—

tion depicted in LONGTHRUST follow :

35

_ _ _ _ _ _ _
_ _
_ _
_ _ _ _
-~~~~
 Number Title
1 Relate the mission to enemy weapons systems ,
friendly weapons systems , terrains time and
weather .

- 1A Analyze mission .
lB Ident if y critical intelligence .
1C [den tify critical friend ly information .
lD Select/control key terrain .
lB Select avenues of approach to objective .
•

III Plan use of organic/attached and non--

organic fires.
11 Determine priority of fire8.

2 Initiate intelligence preparation of the

battlefield (IPB),

2A Identify critical intelligence ,

2~ Gather critical intelligence.
2C Analyze enemy .
2D Disseminate critical intelligence .

3 Prepare and organize the battlefield .

3A Select a course of action.

3B Determine critical phase .
3C Organize for comba t.
3D Select control measures .
3E Plan organic , attached and non—organic
supporting fires and determine priority .
3F Develop a communication plan.
3G Communicate/cootdinate plans and orders.

-. 4 Troop lead ,

4D Promote cohesion .

5 See the battlefield during the battle .

5A Identify critical intelligence.

5B Gather critical intelligence .
SC Analyze enemy .
5D Disseminate critical intelligence .

6 Control and coordinate combat operations .

• 6A Modify scheme of maneuver .

6B Coordinate/communicate cbange5.
6C Supervise execution .
6D Mai t*in the battlefield .
~

- -

36

-
•—_ - - •__.•••_..5- •
•—~~~~
~~ ~~~~~ ~ ~~~~ —~~ --——--- --
 - -
~~ ~~~ ~~~~1

Number Title

7 Employ fires and other combat support assets.

- 7A Reassign priority of fires .

7B Employ fires (to include organic/attached
weapons systems and supporting artillery ,
• TAC A ir and Attack Hel icopters).

8 Concentrate/shift combat power.

8A Concentrate/shif t combat power in the

attack.

10 Secure and protec t the Task Force.

lOA Defeat or suppress enemy ’s electror

magne tic intelligence effort.
1OE Reduce vulnerability to enemy mass
destruction weapons systems .

11 Troop lead .

hA Supervise compliance with TF order .

11B Promote cohesion.

12 Reac t to special situations .

12A React to enemy electronic warfare .

After identification of appropriate task elements , the scenario was

adapted and the evaluation system was developed concurrently . As evalua—

tion items were developed , the scenario was analyzed to identify conditions

and initiating cues tha t would stimulate actions representative of the various

task elements . Where the scenario did not provide initiating conditions , it

was revised to insure coverage of all appropriate task elements.

Adap tation of the scenario resulted in revision , simplification , or

deletion of certain LONGTHRUST materials and the addition of several docu-

ments deemed to clartfy imp lementation procedures for field units.

Following are the documents and materials which were the products of
-

Task 6 :

37
 -• --- •~~ • -—• -— ~-—---• •--- -•---- • • - ~••-•— ~•• —-—.•• - -- • • •

• ~~~

1. Administrative Handbook for Chief Controller and Brigade

• Controller (new).

2. Situation Summary (U.S.) for U.S . Controllers (new).

3. Situation Summary (THREAT)for Enemy Controllers (new).

4. Manual of Probes to be Inserted (new).

5. Pre—CPX Briefing and Practical Exercise for Controllers

(revised).

6. Set of Programmed Evaluation Forms (new).

In the course of adaptation , a number of both definite and apparent

errors in LONGTHRUST materials were identified and corrected . For the

most part , such errors involved incorrect coordinates , erroneously—identified

units , etc .

USER FEEDBACK QUESTIONNAIRE

A final requirement (Task 7) was to develop a brief questionnaire to

be used by the proponent agency for obtaining reactions and feedback front

users of the COMTRAIN CPX’s. It was envisioned that copies of the question-

naire would be included in each “CPX package ” sent to field units . A unit
would complete the questionnaire and return it to the proponent agency, thus

providing feedback to the agency concerning effectiveness , feasibility ,

credibility , realism , etc., of the CPX’ s and their associated evaluation

and critique systems and also provide information concerning additional

training needs of field units .

The User Feedback Questionnaire that was developed is shown in Appendix

38

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -~~ - - - -- --— ~~~~~~~ — -~~~~~ - -— - - ~~ -- -
‘

DISCUSSION

The research disc us sed in this re p or t was devo ted to ref inem ent and

elabora tion of CPX LONGTHRUST , a command post exercise in which combat

actions resulting from command group decisions are resolved through play

• of a two—sided gaming simulation . As originally designed , the LONGTHRUST

- methods and materials were specific to a particular scenario depicting an

offensive action in a European environment. Furthermore , the documents

and paraphernalia which comprised the materials used for conducting

LONGTHRUST CPX ’s were extensive and complex , and , accordingly, made feasi-

bility of implementation by field units highly questionable. The work per-

formed in this projec t consisted of refinement and simplification of LONG—

THRUST methods and materials , and elaboration of the methodology into a

system suitable for use with any combat operation or environment .

The result is the COMTRAIN system for training and evaluating battalion

command groups. COMTRAIN is a flexible system which can serve as a sound

foundation for development of CPX ’s by either proponent agencies or field

units . In COMTRA T~ , the gaming simulation methods developed for LONCTHRUST

are used as the basis for controlling participating command groups . The

sys tem cons is ts of a s et of general rules , c ontroller roles , and guiding

documents which apply equally to all CPX ’s. Included are a general evalua-

tion and critique scheme from which can be developed scenario—specific pro-

cedures as required . Thus , when a CPX depicting a particular type of combat

opera tion , tactical. problem , or environment is desired , the bas ic COMTRAIN

documents comprise the major portion of required materials . All that is

required in addition is development of a game board depicting the desired

• L

39

V _
•
~~~~~~ ~~
•
•~l

• ~~~~~~~ ~~~~
— - — - — -—— — _ _ _ _ _ _ _ _ _ _ _ _ _
•
 environment, a scenario for initiating CPX play, and conversion of a set

of genera] command group critical performances and standards into scenarto—

specific criteria. These required activities can be accomplished (

1) by

a proponent agency which would prepare complete “CPX p acka ges ” for issue to

field units , or (2) field units whose commanders desire to conduct CPX ’s

based upon locally—derived ptoblems , terra in, or environments. In either

case , the CONTRAIN system and materials will serve as the foundation for

devel opment of needed CPX ’s.

The gaming simulation methods developed for LONGTHRUST and refined

for the COMTRAIN system are an excellent means for training or evaluating

command groups . The controlled free—play between U.S . and opposing forces

generated by the use of gaming simulation provides a spontaneity and chal-

lenge to participating command groups not possible with the preplanned

scenarios of conventional command post exercises. In COMTRAIN CPX ’s, there

is active effort by enemy controllers to defeat U.S. forces. Thus, if enemy

controllers are astute and vigorous in playing THREAT doctrine ~nd their

roles , the participating command group will have to perform effer tively

in order to emerge victorious . Furthermore , vigorous opposition by enemy

controll ers , coupled with systematic evaluation of command group performance

in critical areas , will reveal performance deficiencies in a highly visible

manner so that attention and remedial action can be focused upon them .

Design of COMTRAIN scenarios and their associated evaluation systems

in terms of performance factors that have been identified as critical for

command group effectiveness make it possible to conduct training at

battalion command group levels that is directed toward specific objectives .

Thus , the training of command groups will be more systematic and aimed

•- 40

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
_- -_- •- - , ••-_ - -_ - - •- -• -- - -- -- •-•- -•• • ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ •-__----_ - -_ - - -••- - -- --—••_ --• -—-•_ -—•-
~~~~ - -‘
I’

•
~~~~ ~

more toward developing proficiency in actual combat—relevant areas of per-

formance. In addition , the use of a criterion—referenced system for

evaluating performance and feeding back results will enable commanders to

ascertain current proficiency levels in the critical parformance areas

and to conduct remedial training until desired levels are reached .

Und er COMTRAIN , LONGTHRUST is the prototype CPX for the system. In

addition to the materials required to conduct the CPX , the rev ised

LONCTHRUST package contains a briefing and practical exercise for training

controllers in use of the COMTRAIN system . It is recommended that field

units be introduced to the COMTRAIN system through use of LONGTHRUST.

After the training provided by the LONGTHRUST materials , c ontro llers should

be well—equipped to conduct any subsequent CPX ’s under the COMTRAIN system .

Finally , the training document developed by HumRRO appears to be a

valuable document for introducing field units to all COMTRAIN CPX ’s. The

document contains general discussion of the system and provides guidance for

conducting training and evaluations . When used in conjunction with fl~~

COMTRAIN Handbook, the training document viii provide all of the information

and guidance required for use of the CPX ’s.

41 4
 .

APPENDIX A

Battalion Command Group Critical Performances

1•

• i

42
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_____,___ ._ _ _ _ —r - ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ — ~~
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 _ _ _ _
_ _ _ _ _ _ _ _ _ _ _

APPE N DIX B

TRI\INING OBJECTIVES FOR THE COMMAND GROUP

OF .4 MECHANIZED INFANTRY PJATT PLION
IN A COMMT ENVIRONMENT

1.

‘1

61

Li -
- ________ ~~~~~~~~~~~~~~~~
- --
~
-
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
 -‘I

TRAINING OBJECTIVE 1

Action

Co~.1ect information and intelligence pf opposing forces , friendly

forces , terrain, weather , and o her faqtors bearing o~ the planning

~
and execution of an assigned mission .

Con4itions

1. Opportpnjty to b~ come familiar !Jjth the prier activities , current

status , and establi~ hed prp ced ure~ of the unit and of higher ,

adjacent , supportis~g, ~nd subordinate units is provided .

2. Warning and operatlqn orders directing accomplishment of a mission

are prov ided ,

3~ Unsolicited information and intelligence are received fro!n outside

agencies -

4, Responses to requests for i~ fprmation and intelligence collected

by outside agencies are received .

5, Information and intelligence gathering agencies organic to and

under operational control of the unit may be emp1oyed~

6, Communication capabi1~.ties normal for the unit are provided .

Standard

The Command ~rpup will collect all available information and intelli-.

gence of opposing forces , friendly fvrce~ , terrain, weather , and other

factors bearing on the planning and øxecutton of the assigned mission

by:

- - 62
—. — . ---
- ----- -- ------- -
- - -- - — —
~~~

1. Extracting information and intelligence contained in the

intelligence material available at the onset of the operation .

2. Extracting information and intelligence from the warning and

operation orders received .

3. Extracting i n f or m a t i o n and i n t ell ig e n c e from unsolicited

information and intelli gence received from outside agencies .

4 Employing outside agencies to obtain information and intelli-

gence .

5. Employing organic agencies and agencies under operational

control of the battalion to obtain information .

Ref ere rice

PURFECT Function 1: Collect information and IntellIgence.

63
 - -~~~ - - - ~~~

~~~
—

TRAINING OBJECTIVE 2

Ac t ion

Process information and intelli gence.

Conditions

1. Means for recording , disp lay ing , and retaining information

and int el li gence are provided

2. Information received can be evaluated for pertinenc e , relia-

bi l ity , and accuracy.

~~ . Information received at any given time can he Interpreted for

significanc e relative to previousl y available information and

int e ll igenec .

S t andard

The Command Group will process information and in t elligence by:

L Recording all information and intelli gence received in a systematic

manner -

2. Deternining the pertinence , reliabilit y , and accuracy of all

information rec e i v e d .

3 Determining the significance of information received relative

to information and intelligence previously received

4. Disp laying information and intelligence of immediate interest

f o r quick v i s u a l InspectiOn .

~~~. Retaining for read y retrieval all information and Intelligence

of im p o r t a n c e .

Reference

PURFECT Function 2: Process information and intelligence.

PURFECT Func t ion 3: Analyze information and IntellIgence.

64
TRAINING OBJECTIVE 3

Action

Disseminate information and intelligence.

Conditions

I. Face—to—face communication between members of the Command Group

is p o s s i b l e .

2. Communication capabilities norma l for the unit are provided .

3. Opportunity to become fami liar with SOP pertaining to dis-

semination of intelligence is provided .

4 Requests for information and intelligence are received from

outside agencies.

Standard

The Command Group will disseminate information and intelligence by

accurate and timely communication of pertinent information and

intelligence to:

1. Members of t he Comma nd Grou p.

2. HIgher headquarters .

3. Adjacent head q u a r t e r s .

4. Supporting units.

S Subordinate units.

Reference

PURFECT Function 5: DIsseminate Information and intelligence .

65
~ - - -
-
— ~~~~~~ ~~~~~~~~~ --——--

TRAINING OBJECTIVE 4

Action -

Stay abreast of the enemy situation.

Condit ions

1. Enemy strength , d i s p o s i t i o n of forces , r e s o u r c e s , and

c a p a b i l i t i e s are subject to rapid , complex changes which

create the potential for time pressure and work overload .

2. Circumstances arise in which assessments of enemy strength ,

( l i sp o s it i o n of forces , resources , c a p a b i l i t i e s, or intentions

are critical.

3. All information and intelligence of the enemy known at any

given time , and relevant to the situation at that time , iS

available.

Standard

.. The Command Group will stay abreast of the enemy situation by

- - maintaining a contInuous , valid assessment of enemy strength ,

disposition of forces , resources , capabilities , and intentions .

Reference

PURFECT F u n c t i o n 6: Stay ab reast of t h e s i t u a t i o n .

66

- — — - — - - - -- - - — -
 TRAINING OBJECTIVE 5

Action

Stay abreast of the friendly situation.

Conditions

1. Friend ly strength , disposition of forces , resources , and

c a p a b i l i t i e s are subj e c t to rapid , complex changes which

create the potential for t ime pressure and work overload .

2. Circumstances arise in which assessments of friendly strength ,

d i s p o s i t i o n of forces , resources , c a p a b i l i t i e s , or Intentions

are critical.

3. All information and i n t e l l i g e n c e of friendly forces known at

any given time , and relevant to the situation at that time ,

are available.

Standard

The Command G r o u p will s t a y abreast of the friendly situation by

- - maintaining a continuous , valid a s s e s s m e n t of friendly stren gth ,

d i s p o s i t i o n of forces , resources , c a p a b i l i t i e s, and intentions .

Reference

PURFECT Function 6: Stay abreast of the situation .

F
67

_ _ _ _ _ _ _ _ _ _ _
________________________ —I
~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ -- - ~~~
— - - -

T R AI NI NG OBJECT I VE 6

Action

Develop a scheme of maneuver for an operation .

Conditions -

1. Battalion receives brigade warning order alerting it for an operation

to be conducted .

2. Battalion receives brigade operation order containing all information of

task organization , situation , mission , execution , service support , and

command and signal relevant to conduc t of the operation to be conducted .

3. Warning and operation or ders are received s u f f i c i e n t l y in advance of the

time(s) specified in them to provide the Command Group adequate time to

plan and prepare for the operation .

4. Face—to—face , radio , or telephone communication between members of the

Command Group is possible at all times .

5. Brigade will respond to reasonable requests for clarification of the warning

and operation orders .

Standard

The Command Group will develop a scheme of maneuver which provides for accomplish-

ment of all missions specified and implied in the brigade order by:

1. Identifying all missions specified and implied in the brigade order .

2. Specifying the course of act ion which , in l ight of known circumstances ,

offers the greatest probability of success.

3. Establishing the task organization which best provides for execution

of the selected course of action .

4. Specifying the security measures needed in addition to those provided by

higher headquarters .

68
 — - -
—--- ---—---- -----
-—
- ~~ ~~ _ _ _ _
:
~~~~~~~~~

5. Specifying the tactical control measures needed in addition to those

specified by higher headquarters .

6. Developing the obstacle/antiarmor plan which best supports the selected

course of action.

Reference

PURFECT Function 7: Develop scheme of maneuver for operation .

-. 69
- -~~ -- - - -~~--~~~ - - - — --- -~~---- - -- - - - -- - -- —~~---—- — - ---__________
- ~-
-

I
~~~~~~~~~~~~~~~

TRAINING OBJECTIVE 7

Action

Supervise execution of the scheme of maneuver .

Conditions

1. An initial scheme of maneuver has been developed by the

Command Group .

2 Anticipated events may not occur.

3. Anticipated events may not occur in the manner expected .

4. Unanticipated e v e n t s may occur . -

Standard

The Command Group will s u p e r v i s e e x e c u t i o n of the scheme of maneuver by:

1. Approving/modifying/disapproving subordinates ’ activities in

executing the scheme of maneuver.

2. C h a n g i n g the announced scheme of maneuver in the manner which will

best e x p l o i t or counter a n t i c i pated or u n a n t i c i pated changes in

- . the situat ion successfull y.

3. Chang ing task organization in manner which will best exploit or

counter a n t i c i pated or unanticipated changes in the situation .

4. Enforcing/changing/cancelling specified security measures as

necessary to facilitate execution of the scheme of maneuver.

5. Enforcing/changing/cancelling specified tactical control measures

as necessary to facilitate execution of the scheme of maneuver.

Reference

PURFECT Function 8: Supervise execution of scheme of maneuver. -

-

7
~
_ __j

—
—‘———- -~~~~~
 -- - - - ---- - -,
~~~ ~~~~~~~~~

TRAINING )‘
~ “ -

Act ion

Develop a p l- e ~ c” lire support for an operation .

1. ull . 1 ’ ; ~~i jØfl of organic fire support is available.

~

2. - i t ~~~ Information of non—organic fire support is available.

~~ . ‘ omr an i e s respond t o i-he Command Group ’s announced requirements

f o r s ub m i s s i o n of h eavy mortar target lists.

4. Comoanies respond t o the Command Group ’s announced requirements

f o r s u b m i s s i o n of p l a n s f o r em p l o y m e n t of t h e i r crewserved

weapons.

S. N e n o r g a n i - - f i r e s u p p o r t agencies respond to efforts by the Command

Group and the c o m p a n i e s to c o o r di n a tu a r r a n g e m e n t s f o r t h e f i r e

s u p p o r t t h e y d e s i re .

Standard

T~~c Co~ m~ !nd ~~‘e - ~ p will develop a p l a n of f i r e s u p p o r t which , in light

ol known c i r c u m s t a n c e s , o f f e r s t h e grea ~~cs t p r o b a b i l i ty of close ,

c o n t i n u o u s , o v e r w h e l m i n g , and time l y s u p p o r t for t h e maneuver ele-

m e n t s of the b a t t a l i o n and i n t e r d i c t i o n and the addition of depth

to the battlefield by:

I. Identifying the targets whose attack by fire , within the con-

s t r a i n t s of the fire support coordinating and limiting measures

specified by higher headquarters , is possible and is either

necessary or desirable for execution of the scheme of maneuver .

7 1 .
 2. Establishing the additional f i r e support coordinating and

l i m i t i n g measures required for execution of the scheme of

maneuver.

3. Identifying the targets which can be a d e q u a t e l y attacked with

available organic means .

4. Identifying the targets whose adequate attack requires non—

o r g a n i c means .

5. Allocating available organic and nonorganic fire support to

best provide for attack of targets with the most appropriate

weapon system or combination of systems .

Reference

PURFECT Function 9: Develop p lan of fire support.

72
t. i

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A
 ~~ -- - —~~---— -- —- - - . - - - .

TRAINING OBJECTIVE 9

Action

Supervise delivery of fire support.

Conditions

1. Changes in the situation may indicate the necessity or the desirability

for changing the announced plan of fire support.

2. Organic and nonorganic fire support agencies respond to efforts by the

Command Group and the companies to coordinate changes in the announced

plan of fire support.

Standard

The Command Group will supervise delivery of f i r e support to best provide

c l o s e , c o n t i n u o u s , o v e r w h e l m i n g , and t i m e l y s u p p o r t for the maneuver elements

of the battalion and i n t e r d i c t i o n and the addition of depth to the battlefield

throughout conduct of the operation by:

- - 1. A p p r o v i n g / m o d i f y i n g / c a n c e l l i ng d e l i v e r y of prearranged f i r e support .

2. R e q u e s t i n g / a p p r o v i n g / m o d i f y i n g / d i s a p p r o v i n g d e l i v e r y of unplanned fire

support.

3. Changing/requesting change of priorities of fires .

4. E n f o r c i n g / c h a n g i n g / c a n c e l l i n ge s t a b l i s h e d f i r e s u p p o r t c o o r d i n a t i n g

and limiting measures .

Reference

PURFECT Function 10: Supervise delivery of prearranged fire support.

PURFECT Function 11: Supervise/request delivery of unplanned fire support.

73
 — . ~~~~~~~~~~ ---~~--~~~~~~ - - - -~~~~ -—-- --- -- . -- - --

TRAINING OBJECTIVE 10

Act ion

Develop, initiate , and supervise execution of a counterintelligence plan .

Conditions

1. Full i n f o r m a t i o n of personnel , equipment , and facilities available

for c o u n t e r i n t e l l ig e n c e a c t i v i t i e s is p r o v i d e d .

2. All known information and intelligence of the enemy ’s intelligence

capabilities and activities is available.

3. Opportunity to become f a m i l i a r with deception and denial measures

established by own or h i g h e r u n i t SOP is provided .

Standard

The Command Group will develop , initiate , and supervise execution of

a counterintelligence plan which neutralizes or d e s t r o y s the effec-

tiveness of the enemy ’ s i n t e l l i g e n c e e f f o r t s , relative to the operation ,

by:

1. Identifying, directing the initiation of , atl~I supervising the

e x e c u t i o n of d ec e p t i o n measures .

2. Identifying , directing the initiation of , and supervising the

e x e c u t i o n of d e n i a l m e a sur e s .

Reference

PURFECT Function 12: Direct counterintelligence activities .

I-

_ _ _ _ _ _ _ _ _ _ _ _ _ _ J
 --

~~~~ r~~~~

TRAINING OBJE CTIVE 11

-

Action

Communicate plans and decisions to subordinate commanders .

Conditions

1. Initiation and conduct of the operation requires that subordinate

commanders be informed of the plans and decisions of the commander

that are relevant to t h ei r r o l e s i n t h e o p e r a t i o n .

2. Face—to—face issuance of warnin g and operation orders to subordinate

commanders is p o s si b l e .
-

Standard

The Command Group will accuratel y inform subordinates of plans and

decisions relevant to their roles in the operation by:

1. Issuing clear , concise , and timely warning and operation orders

which accurately reflect the commander ’s p lans and d e c i s i o n s .

• 2. I s s u i n g c l e a r , concise , and timely fragmentary orders which

a c c u r a t e ly r~ f l ec t the commander ’s p lans and decisions for reacting

to changes in the situation .

Reference

PURFECT F u n c t ion 13: Issue orders .

75

-4 - - - -~~~~~~~~ - - - - - -
_ _ _ _ _ _ _ -

TRAINING OBJECTIVE 12

Action

Supervise execution of orders .

Conditions

1. Subordinates are normally willing to comply with the intent

of orders , as t h e y u n d e r s t a n d this i n t e n t , to the best of

their ability .

2. S u b o r d i n a t e s may q u e s t i o n c e r t a i n o r d e r s for the purpose of

gaining greater understanding and may request change in certain

orders .

3. The chain of command may become disrupted by developments occurring

during the course of the operation.

4. Brigade and battalion SOP established at the onset of the operation

will be followed unless specifically changed during the course of

the operation.

Standard

The Command Group will supervise the execution of orders throughout

the conduct of the operation by:

1. Evaluating the degree to which the time , location and/or nature

of planned or completed actions by subordinates comply with the

specified and implied objectives of orders .

2. Determining the causes of subordinates ’ failure to p lan or act

in compliance with the obj e c t i v e s of orders .

76
_ _ _ _ _ - - --- -- -- -— - -- -~~~~ - - - - -- - -

_- 4A4..t - ‘“- - -
— —-

3. Takin~; e~-rrective action as n e c e s s a r y to i n s u r e t i m e ly achieve—

ment “i th e o b j e c t i v L ~ of orders .

Re~~crt-~

PURFECT Function l4 Supervise execution of orders .

~

~~1

-- 4 .
 ~~~~~
-
- --,- - ------ - -— -
-
~~ -— ~~---
~~~~~
- —

-
TRAINING OBJECTIVE 13

Action

Maintain communications capability .

Conditions

1. Establishment of the radio , wire , and messenger systems normal

for the battalion is possible.

2. The enemy has the capability to join or enter radio nets; to

cut , t a p , or enter wire nets; and to capture messengers.

3. N o r m a l c o m m u n i c a t i o n s m a i n t e n a n c e m e a n s a r e a v a i l a b l e.

Standard

The Command Group will maintain the battalion ’s communications

c a p a b i l i t y by:

1. Establishing appropriate primary means of communication with

higher , adjacen t, supporting, and subordinate headquarters .

2. E s t a b l i s h i n g a p p r o p r i a t e a l t e r n a t e means of communication w i t h

high er , a d ja c e n t , s u p p o r t i n g , a n d su b o r d i n a t e head q u a r t e r s .

3. Acting promptl y and decisively to restore communication in the

event of jamming or other interference with , disruption of , or

loss of c o m m u n i c a t i o n.

Reference

PURFECT Function 15: Maintain communications capability .

78

-_ ~~~~~~~~~-- J_ . —---—.-—-
~~~
—- -- ---——
 —---- - ----- --~ —

TRAINING OBJECTIVE 14

Action

Maintain communications f low.

Conditions

1. At the onset of the operation , the radio—telephone procedures

emp loyed by p e r s o n n e l of h i g h e r , a d j a c e n t , subordinate , and sup-

porting units are those they have customarily emp loyed in the past.

2. Information about developments in the tactical situation which

may be of v a r y ing s i g n i f i c a n c e to h i g h e r , a d j a c e n t , s u b o r d i n a t e,

and supporting headquarters is c o n t a i n e d in t r a n s m i s s i o n s to the

Command Group during the operation .

Standard

The Command Group will maintain communications flow by:

1. R e q u i r i n g s u b o r d i n a t e s to employ a p p r o v e d r a d i o — t e l e p h o n e procedures .

2. Where appropriate , reporting non—adherence to approved radio—

telephone procedures to the proper authority .

3. Restricting own radio and telephone traffic , and that of subordinates ,

to essential transmissions.

4. C o n t i n u a l l y develop subordinates ’ ability to differentiate between

e s s e n t i a l and n o n — e s s e n t i a l t r a n s m i s s i o n s.

5. Reporting significant developments in the tactical situation to —

higher , adjacent , subordinate , and supporting head quarters .

Reference

PURFECT Function 16: Maintain communications f low .

79

1~_~ _ —
~~~~~~~~ ~~~~~~~ _ __ _ — — ——
1.

~rPrNorx I
TABLE OF CONTENTS
“TRAINING F’.A TTAL ION COMMAND GPOU P S WITH
COMTRA IN CO~’1MAND POST EYERC ISES”
 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

CONTENTS

PART I . INTRODUCTION 1

Purpose 1
Use of CPX for Command Group Training and Evaluation 1
COMTRAIN CPX 1
Comand Group Performance 2
The COtITRAIN System 3
Use of This Document 4
PART II. HOW TO TRAIN WITH THE COMTRAIN SYSTEM 5

Introduction 5
Tdentify Performance Objectives 5
Plan Training 5
Conduct CPX and Evaluate Performance 9
Conduct Results Feedback and Critique 10
Plan Remedial Training 17
PART I I I . HOW TO EVALUATE A BATTALION COMMA H O GROUP USING
c. COt TRA IN CPX
~~
18

Introduction 18
Before the CPX - Administrative Activities 18
Before the CPX - Controller Activities 18
Before the CPX - Player Activities 19
Activities During the IPX All Personnel — 20
After the CPX All Personnel
- 20
PART IV. HOW TO DEVELOP A COMTRAIN CPX
Introduction 22
Use of the Basic System 22
Prepare a Detaile d Scenario Plan 23
Design Gaming Simulation Materials 26
Develop Exclusive Rules 26
Develo p CPX Materials 26
Develop Eva luation Ma terials 27
APPENDICES

A Battalion Command Group Critical Performances

B Guide to Documents and Media Appropriate for Training
in the Battalion Command Group Cri tical Performances

_ _ _ _ _ _ _ _ _ _
81

- ---- - -- -- - -~~~~~
—~~~ ~~~~ ~~~~~~~~~~~~~~
 CONTENTS (Con ti nued )

Pa ge
FI GURES
1 COMTRAIN Adminis trative Staff 7
2 Example of an Entry in the Master List of
Preplanned Evaluations 11
3 Exam ple Pro fi le for Task Elemen ts (Mean Ra ti ngs) 14
4 Example Profile for Tasks (Mean Ratings) 15
5 Development of Scenario-Specific Criteria 29

- - - -
~~~~~~~~~~~~~~~~~~~
 ~~~~~ --~ - --- - --—-

APPENDIX D

USER FEEDBACK Q UES TIONNAIRE

.
~~ - -
—— ----- —.--- --~~-- - - -- - — __ i_- _
.
- -
~~~~~~~~
 _ _ _ _ _ - - - --~~~~~~~~~--~~
- -- — -------- -- - - -- _ _ _ _

User Feedback Questionnair e

CPX LON GTHRUST

A d m i n i s t ra t i v e
I n s t r uc t i o n s : This q u e s t i o n n a i r e is to be comp leted by
all personnel at t h e complet ion of the exercise. l’lcase answer all ques-
tions to the best of ~-n u r ability and knowledge . No personal identif y ing
information is r e qu ir e d .

1. Does t h e Army have a need f o r ~ 1es ~ j~ned CPX ’ s such as 1 ONCTHRU ST?
(Check o n e )

Yes
No
No Op i nt o n

2. CPX LON CTUR UST Iii i t s c u r r e n t c o n f i gu r a t i o n and s t a t e of d e v e l o p m e n t

is most a p p r o p r i a te f o r (Check one)

—
~~~~ T r a i n i n g of t h e b a t t al i e n s t a f f -

E v a l u a t i o n of the b a t t a l i o n s t a f f
R o t h t r a i n i n g and e v a l u a t i o n of the b a t t a l i o n s t a f f -

3. CPX LON GUTRU ST in it s c u r r e n t conf i g u r a ti o n an d s tat e of d e v e l o p m e n t

is m o s t a p p r o p r ia t e f o r use by (Check on c)

l3 a t t — ~l i o n s t a f f s in FOR SCOM U n i t s
B a t t a l i o n s t a f f s in R e s er v e / N at i o n a l. Guard U n i t s .
S t u den t s a t Combat Arms S e r v i c e Scho ol. s

—~~~~
Stud ’~n t s at the Command and C e n or n l S t a f f College

_ _ _ _
A c o m b i n at i o n of the above. (Write—In) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

4. CPX LONGT HRUS T o f f e r s u n i q u e t r a i n i n g c a p a b i l i t i e s in (Check one)

S i mu l a t i o n of a specific environment
Real istic staff i n t e r a c ti o n
P r a c t 1 c i n c ~ of t a c t i c a l co n c e p ts

—~~~~~~
Other. ‘( W r i t e — i n ) — ~~~~~~~ ______________

Does n ot o f f e r u n i q u e t r a i ni n g ( - a p a b i l i t i e s .

L .
~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

5. Due to increasing costs of actua l field training, problems with

environmental contamination , and political problems in using certain
foreign training areas , do you feel that large scale tactical simu —
latlon (in whatever form) Is (Check one)

Our onl y major alterna tive for maintaining and improving

comba t e f f e c t i v e n e s s

-—
A desirable alternative to supplement actual field training
A generally unacceptable alternative t h a t should he used
only when absolutel y required .

6. Has you r e x p osu r e to CPX LONCTURUST made a s i g n i f i ca n t change in your

attitude about tactical simulation? (Check one)

—-
Yes , a p o s i t i v e c h a n g e

_ _ _ _
Yes , a negative change

No

7. I t has been st a t e d t h a t t h e b a s i c v a r i a b le s in t a c t i c a l o p e r a t i o n s
a r c to SHOOT , MOVE , and COMMUNICATE . In your op i n i o n , how does CPX
LONGTHRUST simulate these three general variables? (Mark one p o i n t
on the scale) -
~
-

a. SHO OT
\
1 2 3 4 5
Is Completel y Acceptable R e a l i s m Approaches
Unrea listic Combat Realism

(If your rating was 1 or 2, please d e s c r i b e what c a u s e d the lack

of realism.)

b. MOVE
1 2 3 4 5
T~~~ om p l et e ly A c c e p t a b l e R e a l i sm Approaches
-

Unrealistic Combat Realism

-

(If you r rating was I or 2, please describe wha t caused the lack
of realism.)

85
_ _ _ _ _ _

— _A . - - - - - - - -
 - ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ .- - - ~~~~~ - - -~~~ - — ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~ - - - ~~~~ - --— — -— - ~~~ -
- -
-- - — — — -- -

-
C . f’O TT ’N 1 ATE
~ ~~

1 2 4 5
Is Comp letely
_______

Accer table Re ;115a1 Approach es

Unrealistic Combat Realism

( I f y our raring was I or 2 , p l ea s e describe what caused the lack

of realism.)

8. Durin g the (TX , ~- ~~r e

- t h e f o l l o ~-:ing force :i~~d rco mixes real istic allv
simulated?

Infantry -~~~~~~~~~~
Yes -

Armor Yes
A r t i l l e ry Yes
I n f a n t ry and A r m o r Yes —
~~~
-

Combined Arms Yes - -

9. D u r i n g t h e C1’X , v”re you able to employ v a r ous ta c tical techn i q u e s ?

(Mark one p o i n t on t hc s c a l e . )

1 _______ _______
3 6 5

Very R e st r i ct ’- d & A d e q u a t e R a r i ~y- U n l i m i t e d Range

I n a d e q u a t e P~.ingc of Techni qura of T e c h n i q u e s
of T e c h n i q ue s

10. Does the CPX o f f e r f e e d b a c k as to t h e c o n s e q n e - n - r s of t a c t i c a l d e c i si o n s?

(Mark one p o i n t on t h e s c a l e . ) -

1 2 ——
3 4 5
No Feedback A d e q u at e F e e d b a c k Comp l e t e Feedback

11. Do you f e e l t h a t t h e CPX o f f e r e d r e a l i s t i c staff i n t e r a c t i o n ? (Check one) F

—
Yes
No

(If no , p l e a c e list the reasons for lack of reali sm.)

J
I
________________ - - —
_______________________________________

U
86
 -

- - - ~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

- 1 2. Due to t h e ct rtic ture of LONGTIIHU~ F • i ; t h e r e any sp e c i f i c j o b

~
(e . g . , Bn S2) w i t h i n the Command Creup th at does not g e t t o
realis tically partici pate in the CPX? (Check one)

Yes
No

(If yes , p l e a s e I d e n t i fy t h e sp e c i f i c p o s i t i on and give reasons

f o r l a c k of job realism.)

13. The critique and ova luat ion system used for LONCTIIRt’S h is (check
one)
The b e st way to a s s e s s t h e ca Th i l i t l e a of
~~
t h e ( omn’ m d flroup

A val Id way to assess the cap ;~b iii tie s of the

(‘
orr~i, -mn d Croup a l th o u g h m i n er l r nr r o v em e n t c o u l d he
mad e by ( w r i t e — i n )

A poor mn ’— tO assess t h e capab i i -i tie s of the (~erw,ancl

( r eup . A b e t t e r s y st e m vommi d iim- - o lv e (write— in brief
d e s c r Pt I on )
~

14. A CFX • such a~ l ( ~N( ’1h ’ ~ FST , i s a t y pe of t a r t i r a mm m u I at ion .

C o n si d e r i n g voi ~r ml crion .is a whole , what ether t y p e s of tact ical
simu la t ions wIsil d a id in the training n~ ~- r i ~~~ u n i t and what knowl—
e(l ges , s k i l l s . and procedures should these simu l at ions address?

Other typ e s of simulati on s (write—i n ) -

—---— ______ — — — -—-— — - —_ _ _ _ _ _ _______________

_ _ _ _ _ _ _ _ _ _ _ _
87
— —

— -~~~~~~~ -- - - -----— - - --- —- — -

 — . -- -— — - — ---- -----
r ~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

} n o wl e d g e c , Ski!is , and [‘re adores to ho p r . l c-tj c e d (write—in )

~

iS. Wha t are tie’ three mo st si gn i . f i c a n t Ira i ni needm ; of your m i n i t ?

( 1) ____________ _________

— - - - -- - - - ---—- - -— —-

(3) ______ _____

th. i- ha t t\-rc-’; of n~”~- or innovative tm m l n~- m-- - ‘t lirds r;ht iil d ho p r o v i d e d

to your u n i t t o h e l p you s o l v e t h e s e ne~ d s ?

88 .