Aviation Combined Arms Tactical Trainer (AVCATT) Team Training Applications

 

Aviation Combined Arms Tactical Trainer (AVCATT)

Team Training Applications

by

Stanley D. Pebsworth

Embry Riddle Aeronautical University

December 2015

                                   

Research paper submitted to the Worldwide Campus in partial fulfillment

 of the requirements for course ASCI 550, Aviation Education Foundation

Abstract

In Military Aviator training today, the use of Computer Based Training (CBT) is essential in reducing training cost and maintaining aviator proficiency.  As training plans are developed, emphasis must be placed on the uses and applications of all available training tools.  The Aviation Combined Arms Tactical Trainer (AVCATT) is an often overlooked tool for team tactical training.  This research paper will address the uses and capabilities of the AVCATT as a team training tool.  The research will identify the gaps in training and conduct analysis that will identify the possible training applications of the AVCATT.  This research will propose possible training plans and identify how to effectively evaluate the outcomes of the training.

Keywords: aviation, team tactics, training, military, computer based training

Vision Statement

            We who strive for Aviation excellence must learn to preserve and improve the quality of training we produce, be good stewards of instructional design concepts, and build a strong sense of community.  This Instructional Design Project will address the needs of our diverse group of aviation professionals by applying the instructional design process to a team training design module specifically for the Aviation Combined Arms Tactical Trainer (AVCATT).  This team training module will apply to all aspects of Attack Aviation and promote safer team operations in both training and combat missions.

            The AVCATT has the ability to provide tough and realistic training for Army Aviators through the use of realistic simulation.  It is built by L3 Link Simulation and Training and first fielded in 2003.  The AVCATT can be utilized by Active, Reserve and National Guard components.  It is a transportable multi-station simulation device that supports unit collective and combined arms training for helicopter crews.  Using a helmet mounted display, the aviator in transported into a realistic virtual training mission (Program Execution Office, n.d.).

Figure 1. AVCATT AAR Trailer

Image Source: Program Executive Office (n.d.).

Figure 2. AVCATT BMC Trailer

Image Source: Program Executive Office (n.d.).

            In 2002, the Army invested $300 million in the AVCATT project.  Today, the Army utilizes 23 suites in both the Continental United States as well as International locations.  These suites consist of two fifty-three foot trailers: Battle Master Control (BMC) and After Action Review (AAR) trailers.  The BMC trailer houses the Battle Master Control room and three reconfigurable maned modules.  The AAR trailer houses the AAR room and three reconfigurable maned modules (Tiron, 2002).

            Instructional Designers must know and understand all tools available for developing instructional modules.  The AVCATT, in this researcher’s opinion, is an underutilized training tool that has the potential to provide team tactical mission training that otherwise is only available in an unsafe hostile environment.  Having the ability to mentor through this type of training could prove to be invaluable.

            The Instructional Design approach used in this research was derived from proven design concepts and applications as outlined by Rothwell & Kazanas, Mastering the Instructional Design Process (Fourth Edition).  This approach helps to find gaps in human performance and provide the means to design an instructional process that addresses those gaps.  The U.S Military originally invented the Instructional Design Process to be an efficient and effective means to train troops.  The key focus of Instructional Design is to improve human performance in a safe organized setting using effective training (Rothwell & Kazanas, 2008).  The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model will be used in this paper.  Figure 3 illustrates the steps in the instructional design process.

Figure 3. Applying the ADDIE model. Image Source  http://ci484-learning-technologies.wikispaces.com/Ross+%26+Kemp+Mode

Needs Assessment (Analysis)

            The Military does not air its laundry and discuss issues that it may or may not have with regards to training and capabilities.  The assessment made in this paper is based on this researcher’s personal opinion back by a twenty-year Military aviation tactical operations background.  That being said, or should I say, with all due respect, the Army is failing miserably in grasping the requirement to conduct tactical team training on a regular basis to allow their aviators the ability to hone their skills and remain tactically proficient.

            What the Army is missing is the understanding of what it takes to be a skilled combat pilot.  We spend most of our training time in progressions (Readiness Level 3 to 1) and not in conducting Team Training Techniques.  We are required as Army Aviators to fly a specific amount of time conducting Instrument Flight, Night Flight, and Night Vision Device Flight, but there is no requirement for conducting team training missions.  Team missions are left up to the responsibility of the Unit Commander and in this researcher’s twenty-year experience I have never had a Unit Commander designate and iteration requirement for Team Tactical Training.

            A lack of Team Training results in unhappy employees, low production, an unsafe work environment, increased expenses, and a loss of customers (Amo, T., n.d.).  Amo points out that in a workplace environment where workers are required to learn as they go can result in inadequate learning of employees.  Therefore, this researcher proposes that the needs of the Army have been poorly assessed and that a change to policy should be made that will incorporate the requirement for Tactical Team Training outlined by the Unit Commander with the intent to focus more on team training and less on individual training.  This can be done with the use of the AVCATT at a much lower cost than the actual aircraft.  Funding for AVCATT is already in place.  Each Active Unit has one of the 23 available suites at their disposal.  No increased hourly funding to utilize AVCATT is required at an hourly savings of $3,406.98 (AH-64D) (Globalsecurity.org, n.d.).

Instructional Design (Design)

            In developing Instructional Design, one must conduct a job, task, and content analysis.  This analysis is essential to organizational structure and performance (Rothwell, W., & Kazanas, H., 2008).  This being said, this paper proposes the following performance objectives to be assessed with the incorporation of the AVCATT.

            1) Conduct Team Mission Planning and Rehearsals

            2) Conduct Team Tactical Departure Procedures

            3) Conduct Team In-route Security

            4) Conduct Team Reconnaissance and Security

            5) Conduct Team Attack

These objectives will be required to be conducted by with a minimum of two aircraft.  It will also be noted that missions should also consider multi-ship formations of four or more aircraft.  A minimum of four interactions of each task must be conducted during each of the aviator’s semi-annual periods.

            The performance measurement for these tasks will be without error.  The understanding of this measurement is that a learning curve is expected and that each iteration conducted by an individual should show improvement.  The complex nature of these tasks does not allow for an exacting science of performance measurement and therefore it will be the judgment of the observer (SP, IP, AMSO) as to the critique of the mission conducted.  A thorough After Action Review must also be conducted to aide in the development of the individual aviator and team.

Instructional Strategies (Development)

            Instructional strategy is a blueprint for systematically exposing learners to experiences that will help in their understanding of the intended knowledge that should be attained.  The aim of instructional strategy is to plan holistically in order to give Instructional Designers a conception of the plan before they begin the painstaking task of selecting instructional materials (Rothwell, W., & Kazanas, H., 2008).  There exist two types of instructional strategy; macro and micro.  Macro focuses on the overall plan of the learning experience and Micro focuses on a more detailed plan for the learning experience (Rothwell, W., & Kazanas, H., 2008).  It is the intent of this paper to establish an overarching Macro-Instructional Strategy and outline key tasks that should be considered and not to re-establish Army Doctrine.

Conduct Team Mission Planning and Rehearsals

            Team mission planning and rehearsals will be conducted prior to each mission.  The Unit Commander is responsible to produce an Operation Order that will be the building block of the mission.  The Operation Order will contain five key areas as outlined.

            1) Situation

            2) Mission

            3) Execution

            4) Service Support

            5) Command and Signal

A more detailed outline of an Operation Order can be found using FM 101-5, FM 71-10, FM 100-15, and TC 1-400.  Once the Operation Order is received, the team to be trained will conduct deliberate mission planning that will produce an Air Mission Briefing/Air Crew Briefing.  The intent of the Air Mission briefing is to be a back brief to the Unit Commander to ensure the Commanders intent is understood.  The intent of the Air Crew Briefing is to brief all personnel involved in the mission on the plan of execution.  Rehearsals will also be conducted to ensure all personnel involved understand their role in the mission.  Each unit should have an outline as to the specific content of these briefing and rehearsals in their Tactical Standard Operating Procedures (TACSOP).

Conduct Team Tactical Departure Procedures

            As we move to the execution phase of this training the first key task for teams should be the understanding of a tactical departure.  It should be understood by the team that based on the current threat established in the Operations Order, the technique for departure should be addressed.

Conduct Team In-route Security

            During this phase of training teams should be considering bypass techniques, security techniques, as well as ways to provide reaction time to friendly forces.  It will be beneficial for all involved if there is an observer in the BMC that can assess the techniques of the team and provided feedback both during and after the mission.

Conduct Team Reconnaissance and Security

            Reconnaissance and security techniques are key in this phase of training.  Fundamentals of reconnaissance and security are well outlined in FM 3-90 and TC 1-400.  The successful execution of operations is based upon a careful analysis of the plan and a detailed reverse planning sequence (Department of the Army, 2006).

Conduct Team Attack

Capabilities of the Attack Reconnaissance Battalion (ARB) coupled with joint systems, provides the Unit Commander with the capability to extend fires and effects to the maximum range of a commander’s organic and supported sensors.  During this phase of training it should be understood how to bring the ARB’s firepower, speed, and shook effect to the battlefield (Department of the Army, 2006).  Decisive to this training phase is the understanding of key forms of attack and how the ARB shapes the battlefield for follow on forces.

Instructional Materials (Implementation)

            In the development of this training, consideration should be made as to the means of tracking the progress of individual aviators.  The use of the aviators Common Task List is a means of showing the requirements for this instruction, but does not track where the individual aviator in in his progression.  Being able to provide a means of tracking progress and logging instructional comments is imperative this training.  Instructional materials used for this training will be as follows.

            1) TC 1-400 (Brigade Aviation Element Handbook).  This manual is not the be all end all to resources for this training, however it is a great starting point for all elements of this training.

            2) Personnel Computer with Windows and Microsoft Office

            3) Projector

            4) Color Printer

            5) Aviation Combined Arms Tactical Trainer (AVCATT)

Means of Evaluation (Evaluation)

            The means of evaluation for the instructional design will use an expert review technique.  These expert reviews should be conducted by subject matter experts (SMEs).  These SMEs education and experience should mirror the instructional content.  A key advantage to this type of evaluation is that it ensures that material is current, accurate, and credible (Rothwell, W., & Kazanas, H., 2008).  Examples of these SMEs are unit SPs, IPs, and AMSO/TACOPS officers.  You must also look to those that have had significant operation experience.  Figure 4 proposes a means for tracking individual progress as well as a means for tracking SME/Instructor comments.

Figure 4. Crewmember Team Training Assessment

 

Conclusion

            We have discussed a very formative Instruction Design Process for conducting Team Training Techniques utilizing the AVCATT.  It should also be understood that the Instructional Design Process is not inflexible and should not have a means for modification (Rothwell, W., & Kazanas, H., 2008).  The intent of this research was to provide recognition of the gap in knowledge of our aviators in conducting Team Tactical Missions and formulate a plan to address and correct this gap in knowledge.

Reference

Amo, T. (n.d.). The negative effects of a lack of training in the workplace. Small Business. Retrieved 19 December 2015 from http://smallbusiness.chron.com/negative-effects-lack-training-workplace-45171.html

Department of the Army. (2006). Brigade Aviation Element Handbook TC 1-400. Retrieved from https://rdl.train.army.mil/catalog-ws/view/100.ATSC/4665AA7B-D7EE-4988-B615-487252281A2B-1274545009642/1-400/toc.htm#toc

GlobalSecurity.org. (n.d.). Rotary Aircraft. Retrieved 19 December 2015 from http://www .globalsecurity.org/military/systems/aircraft/rotary.htm

Program Execution Office. (n.d.). Aviation Combined Arms Tactical Trainer (AVCATT). Retrieved 2 December 2015 from http://www.peostri.army.mil/PRODUCTS/AVCATT/

Rothwell, W., & Kazanas, H. (2008). Mastering The Instructional Design Process, A Systematic Approach (Fourth ed.). San Francisco, CA.: Pfeiffer.

Tiron, R. (2002). Army Simulator to Fill Gap in Combined-Arms Training. National Defense Magazine. Retrieved from http://web.archive.org/web/20070930013042/http: //www .nationaldefensemagazine.org/issues/2002/Feb/Army_Simulator.htm