ACTUARIAL RESEARCH CORP F J BROWN UNCLASSIFIED W ... · U.S. Army Training Study (If applicable) U.S. Army Training and Doctrine Conmand Study Group Deputy Chief of Staff for Training

-A184 397 ARMY TRAINING STUDY- BATTALION TRAINING SURVEY VOLUMES 1/4AND 2(U) ACTUARIAL RESEARCH CORP FALLS CHURCH VA*

F J BROWN ET AL 68 AUG 78 SDI-AD-FOSO t95

UNCLASSIFIED DRAG39-77-C-6i79 F/G 15/1 W

EEEEEEEomhhhiImhshhhohhhhhhEEhmhEEmhhhhhhEsmhEmhohmhhhh

*11

11111L25 111 1.4 111111.6

MICROCOPY RESOLUTION TEST CH-ARTNAT~flNAL BUREAU ()F STANDAPPU IlAt A

a- % %>'- a- 4 ,. a,.~. ~ ,***..

% ,'.%

00 T9 T FiLE COPY

ARMY TRAINING STUDY

e~ N .

&-- - - . . - " - o

V0

V '

7 DTIC- .1~~aj CTE" AUG 2 G 1987

BATTALION TRAINING SURVEYVolumes I and II

:U, '"'.- F O R O is i '- 8 2-1-0 6 2"!l~ ~ ~ ~ ~ ~~ ~adwll t .. Jt,.-.,,. oil!h

";> , , . ". -... . '. " " . .. ' , " 'L.'" , 8 7 , " 8 -- '-,2 1 .,-., '.0 - - -. ,'

SECURITY CLASSIFICATION OF THIS PAGE

Form ApprovedREPORT DOCUMENTATION PAGE OMB No 0704 01884Emp Dire Jun30 1986

la REPORT SECURITY CLASSIFICATION lb RESTRICTIVE MARKINGS

Unclassified pNnn,

2a SECURITY CLASSIFICATION AUTHORITY 3 DISTRIBUTION 'AVAILABILITY OF REPORT

2b DECLASSIFICATION/DOWNGRADING SCHEDULE Approved for Public Release; Distributionis unlimited.

4 PERFORMING ORGANIZATION REPORT NUMBER(S) 5 MONITORING ORGANIZATION REPORT NUMBER(S)

6a NAME OF PERFORMING ORGANIZATION 6b OFFICE SYMBOL 7a NAME OF MONITORING ORGANIZATIONU.S. Army Training Study (If applicable) U.S. Army Training and Doctrine ConmandStudy Group Deputy Chief of Staff for Training

5c ADDRESS (City, State, and ZIP Code) 7b ADDRESS (City, State, and ZIP Code)

Fort Monroe, VA 23651-5000 Fort Monroe, VA 23651-5000

8a NAME OF FUNDING 'SPONSORING 8b OFFICE SYMBOL 9 PROCUREMENT INSTRUMENT IDENTIFICATION NUMBERORGANIZATION (If applicable)

8c. ADDRESS (City, State, and ZIP Code) 10 SOURCE OF FUNDING NUMBERS

PROGRAM PROJECT TASK WORK UNITELEMENT NO NO NO ACCESSiON NO

11 TI'LE (Include Security Classification)

The Army Training Study. The Battalion Train I and II.

12 PERSONAL AUTHOR(S)

Brigadier General Frederic J. Brown ITT. et a113a TYPE OF REPORT 113b TIME COVERED 4 DATE OF REPORT (Year, Month, Day) :15 PAGE COUNT

Final report FROM TO 1978. Auzust 8 9

16 SUPPLEMENTARY NOTATION

17 COSATI CODES 18 SUBJECT TERMS (Continue on reverse if necessary and identify by block number)

FIELD GROUP SUB-GROUP Army Training System, Battalion Training Model (BTM),

Training Effectiveness Analysis (TEA).

19 ABSTRACT (Continue on reverse if necessary and identify by block number)

The Army Training Study (ARTS Study) Group conducted a comprehensive overview of Army

training. The research probed across a wide range of training issues as the study groupsought a broad perspective of army training. The study group conducted field surveys atnumerous continental US Army posts and schools. The data obtained was analyzed using the

Training Effectiveness Analysis (TEA).

The Battalion Training Model Summary volume describe and explain the Battalion

Training Model (BTM) and its uses. The BTM is a computer modeled analysis tool developedby the study group. It analyzes training resources available and predicts training levels

attainable with those resources.

20 DSTRBiJTiONA/A,L LT"

OA A. $iA-r 2' A RAC- SQ.U " (. , CAc'p,-YON

[-] JNCLASSIF ED INL M-;TED ] :AV' .,S QPT EJ D'c Al Unclassified_a)nM u e SPO(E 8E%*Pf22 % R E S PQP . v .A. .'r P ( , ~ . i de Area Cod T) T2i O ~ C

i DOFOR F l j73, 84MAR 8( APP ed' t a '

a 'y ' O '

!a "I- C ' -Y C-ASS iCA- 0'. O S P0. "

A l..i e_ '- r"% J '

-.w -;. . 4 - V V

loFor

D'_ TA r

ElBATTALION TRAINING SURVEY

Volume I - _: " , :i :t I

and Volume II _-:r.i. !.iity Codes

This report was prepared by Actuarial Research Corpor-ation and submitted to the Army Trainin $tudy (ARTS)under provisions of contract DAAG 39-77T179. The twovolumes contain the results of a surve>- dministered bymembers of the ARTS team to officers and non-commissioned

officers of selected units and institutions. All resultsare subject to revision by further analysis, comparisonwith other data, and further testing. The views, opin-ions, and/or findings contained herein are not to beconstrued as an official Department of the Army or theUS Army Training and Doctrine Command (TRADOC) position,

policy, or decision unless so designated by other offi-

cial documentation.

E ep e Exe io95 o> Protective markings may' e F ed/oof nform tio be removed upon DA ap-"I t A US 5X5b) proval of the Study.

|A C . 1 A I liar= W --

F W W F 1%0 M WJ I'lL-

V %%I

FINAL REPORT

BATTALION TRAINING MODEL SURVEY

VOLUME I

Prepared for the

U.S. Army Training Study

U.S. Army Training and Doctrine Command

Ft. Belvoir, Virginia

by

Robert L. Kaplan

Tor Meeland, Ph.D. Joan E. Peterson

July 1978

Actuarial Research Corporation

900 South Washington Street

Falls Church, Virginia

ACKNOWLEDGEMENT

The Actuarial Research Corporation (ARC) wishes

to thank the entire U.S. Army Training Study Team

for the superb cooperation, assistance, sage coun-

7 sel, and patience during the prosecution of this

study. Without ARTS wholehearted support, ARC could

not have met the stringent requirements.

ato

ia

.4

VOLUME I

TABLE OF CONTENTS

Page

I. INTRODUCTION 1

A. Purpose and Objectives 1

B. Features 2

C. Scope and Content 2

II. BACKGROUND 4

III. RESPONDENT PROFILES 6

A. Data Sources 6

B. Experience 6

IV. RESULTS 12

A. General 12

B. Ratings 12

C. Unit Personnel Conditions 22

D. Training Times and Frequency 37

E. Additional Conditions 43

APPENDIX A: Procedures and Methodology A-I

APPENDIX B: Group Comparisons B-I

'k , . ,.. <.,,, ,, . . -6- X.

List of Figures

Figure 1 - Mlonths in Present Assignment

Figure 2 -Collective Task Ratings

Figure 3 - ARTEP Mission Ratings

Figure 4 - Training Detractor Adjustment Curves - Not Present forTraining

Figure 5 - Training Detractor Adjustment Curves - Change in DutyPosition

Figure 6 - Training Detractor Adjustment Curves - Trainer GradeSubstitution

List of Tables

Table I - Distribution of All Unit Respondents

Table II - Distribution of All School Respondents

Table III - Experience Summaries of the Qualified Pool of Respondents

Table IV - Relative Criticality of Collective Tasks

Table V - Relative Importance of ARTEP Missions

ATable VI - Percentage of ARTEP Mission Importance Weights Associatedwith offense

Table VII - Unit Personnel Conditions - Frequency Adjustment Equa-tions for Not Present for Training

Table VIII - Unit Personnel Conditions - Frequency Adjustment Equa-tions for Change in Duty Position

Table IX - Unit Personnel Conditions - Frequency Adjustment Equa-tions for Trainer Grade Substitution

Table X - Summary of 95% Confidence Internals

Table XI - Relative Training Benefit by Echelon

Table XII - Percentage of Time to Train at Higher Echelon

Table XIII - Training Emphasis Factors

Table XIV - Maintenance Activities

Table XV - Gunnery Program Frequencies

'Ii

fib ~

I. INTRODUCTION

A. Purpose and Objectives

This report details the results of a study that was conducted i

for the Army Training Study (ARTS) during the period of 22 April

through 21 July 1978. The purpose of the study was to provide data

relative to individual and collective training for use as input tothe Battalion Training Model being developed by the ARTS group.

The objectives of this effort were to:

1. Measure the relative criticality of a Mechanized Infantry/

Tank Task Force being able to perform a series of collective tasks

during the execution of missions listed in ARTEP / 71-2,

2. Measure the relative importance of the ARTEP 71-2 missions,

3. Estimate the times and frequencies required to train

ARTEP missions, gunnery programs, collective and Soldier's Manual

tasks, and r

4. Determine the relative impact on training times and frequen-

cies of various training detractors.

This study recognized early that in lieu of any existing empiri-

cal data the information required to satisfy the objectives was de-

pendent upon quantitative, judgmental assessments by experienced

military personnel. For this reason a unique questionnaire or polling '1

format was used as the data collection medium. Detailed descriptions

of the polling format and the methodologies employed are presented in

the appendices.

l/ ARTEP = Army Training and Evaluation Program .

1%

B. Features

Two significant concepts are introduced in this study: the

collective task, and relative criticality.

A collective task is a fundamental unit capability considered

necessary to the execution of diverse missions. This approach to the

organization of training systematically is designed to reduce and

minimize unnecessary, wasteful duplication in the training effort

yet insure that the essential subject matter is covered.

Relative "criticality" and "importance" refers to a quanti-

tatively weighted prioritization of training subject matter. This

9.. feature permits the training manager to focus on essentials and

provides him with guidance that allows him the flexibility of adjust-

ing programs in accordance with changes in available resources.

Relative criticality and the impact of training detractors

(e.g., unit "turbulence") was made possible by employing a unique

methodology (and a variation thereto), Magnitude-Estimation Scaling

(MAGES). MAGES in this application is used to synthesize mathema-

tically, the value judgments of experienced military personnel with

respect to qualitative and/or subjective issues. A more detailed

description of MAGES may be found in Annex 2 to Appendix A.

C. Scope and Content

The report is presented in two volumes. Volume I contains

four major sections:

2

_ , P

l . ,Z' . ,, - . - . . -. .. .-..... . ..,- - -. .- . -. . ..- - .-.--.. --. ,.,- --. ,

" Section I - Introduction

" Section II - Background

" Section III - Respondent Profiles

" Section IV - Polling Results

Descriptions of the methodology and procedures, as well as

supporting evidence and analyses are contained in appropriate appendices.

Volume II presents in tabular form seven statistical case

studies reflecting the impact of various training detractors on the

time and frequency required for individual and collective instruction.

1

~3

II. BACKGROUND

The Army Training Study (ARTS) was constituted in 1977 to establish

a system for relating training requirements to resources and readiness.

To accomplish this assignment the design of a Battalion Training Model

(BTM) was instituted. The purpose of the BTM is to provide:

1. A rationale for more effectively integrating collective and

individual training in units,

2. A justification of the requirements for training resources,

3. A flexible tool for allocating those resources, and

4. A means to assist training managers.

The BTM requires as input, considerable data of varying description.

Of particular importance are data relating to the times and frequencies

for training individual ARTEP missions, collective and soldier's manual

tasks. The impact of training detractors on these times and frequencies

also is of significance.

As noted in the Introduction, it was recognized that reliable and

consistent empirical data to satisfy BTM requirements currently does.t4

not exist. Also it was acknowledged that if such information could be

gathered by observation, test, or other controlled means, the cost and

time required for collection would be prohibitive.

The ARTS group concluded, therefore, that the nature of the required

data was such that reasonable estimates could be made by military per-

sonnel with a background in the subject matter, i.e., the Mechanized

2,

A4

Iw

"l

Infantry/Tank Task Force. It was recognized that the expected results,

while somewhat imperfect, would be suitable for the developmental

phase of the BTM.

The Actuarial Research Corporation (ARC) was selected in April

1978 to conduct a survey of selected U.S. Army units and schools. The

effort was to include preparation of a multi-faceted questionnaire

or polling format, data reduction, and post-polling analysis. ARTS

group personnel would provide consultation during the preparation phase

and would be responsible for administering the polling format. The

effort commenced on 22 April 1978.

Jo'.

A III. RESPONDENT PROFILES

A A. Data Sources

The BTM polling formats (see Appendix A) were administered

by members of the ARTS group to five separate groups of respondents as

follows:

* 3rd Armored Division - Europe

e 4th mechanized Infantry Division - Ft. Carson, Col.

9 Army War College - Carlisle, Pa.

o Conmmand and General Staff College - Ft. Leavenworth, Ks.

e Sergeant Majors Academy - Ft. Bliss, Tx.

A total of 269 responses were obtained from all sources.

Tables I and II summarize the distributions by position, branch, and

rank of all respondents by unit and school respectively. As will be

explained in the next section, this number was reduced to 176 to satisfy

experience criteria.

B. Experience

S To enhance the validity of the responses, the ARTS group

established a minimum experience criteria for all respondents. After

a qualitative examination of the issues, it was concluded that an experi-

ence level of at least 3 years with armor and/or mechanized infantry

units was essential to enable the respondent to answer the questions

with conviction. Some 93 of the original 269 respondents failed to

qualify.

ii.O

40 'o6

~ * ~'~**

-4 -M-

10

ccj N

0

IN

I ~- m

0L

= =l

0;

I -4*0 ___

le -~~l-

In In m I O

E-44

00

024

C1 (4 LO C14 0

0 0 N O

4j' rn OD m.U)U), -4Ui

U) U)0 E' 4

H- (n rz4a0) 11 OD MDi I

0 -4

80U) t

U)U

%

The remainder, henceforth, will be designated the "Qualified

Pool" for purposes of this report.

Table III summarizes the experience of the "Qualified Pool."

The reader is cautioned that the n, i.e., the number of respondents

included in the specific calculation, may not always agree with the

total of 176. The discrepancies can be attributed to some respondents'

failure to provide complete information on the biographical section of

the polling format.

The fact that mechanized infantry when compared to armor is

a less consistent branch material assignment is clearly evident from

the lower average experience levels. Whereas Armor personnel are

usually assigned to Armor or cavalry units, Infantry personnel may be

assigned to such units as Light Infantry, Airborne/Air Assault

Infantry in addition to Mechanized units.

Figure 1 depicts the distribution of the months in present

assignment for three key battalion positions. While the experience

levels based on position may appear to be low, it must be assumed that

each respondent has served at a lower echelon in the Armor/Mech-Itifantry

environment. For example, the battalion commander probably served on

the battalion staff or as a company commander, the S-3 as a company

commander, and the company commander as a platoon leader.

%

Axe

$4

m~ 14 IV LA 0 C14

4-4 OD N -4 .-4 (N .-4r.4

$4

-4 1 0 N~ r-4 r-4

4.4

tp (D-4 0l n r4 Or. C.

C%44 -4 N -

E-40

H 0 fn HA q4 CJ. 0 'CUnd0& (N -4 .- N

U) 4 a

4

41 J0

C 0z 0 ('4 (N -4 (N -

p4

X 444

En -4 -4~L 'O ~ '

4-4 $440 -4

06 0 r

u -4 0

-4 $4t

0 00

IF'S4

Figure 1

MONTHS IN PRESENT ASSIGNMENT

Distributions by Position

Battalion Commanders, n = 1410

8

Numbers 64

1-3 4-6 7-9 10-12 13-15 16-18 >18

Months in Assignment

Battalion S-3s, n = 1610

8

Numbers 6

4

2

01-3 4-6 7-9 10-12 13-15 16-18 >18


10 Line Company Commanders, n = 30

8

Numbers 6

4I20 ~ ~

1-3 4-6 7-9 10-12 13-15 16-18 >18


11

• ~ -.*. "'' **--' .- .'''i . .

. , '" " ","i" • -. - -.- $" "" "' -"""""* "'***"''4""""""" -2' ""

IV. RESULTS

A. General

The results of the 9 set BTM survey are reported as four

separate training issues as follows:

1. Ratings - The rating or weighting by magnitude-estimation

of the Collective Tasks and the ARTEP Missions; Sets II and V of the

Survey.

2. Unit Personnel Conditions - The measurement of the expected

impact resulting from training detractors; Set III. This part also

examines the interrelationship of training among the various echelons

in a battalion, training emphasis by echelon, and maintenance.

3. Training Times and Frequency - Estimates of the hours

and the number of periods required to train Collective Tasks, ARTEP

Missions, Soldier's Manual Tasks, and Gunnery; Sets IV, VI, VII, and

IX respectively.

4. Additional Conditions - Miscellaneous issues associated

with training; Set VIII.

This section includes an interpretation of the results as

well as instructions for utilizing the data.

B. Ratings

1. Collective Tasks

The collective tasks, as briefly defined in the Intro-

duction, are unit capabilities or functions that can be employed

129.1'

either individually or (more probably) in groups to execute success-

fully an assigned mission. The collective tasks taken as an entity

may be likened to a unit's complete "set of tools" or "bag of tricks"

that are used as needed to get the job done. In essence, the collec-

tive task is the next stage of evolvement from the individual soldier's

skills that are set forth in the Soldier's Manual series to group or

team skills.

using the magnitude-Estimation Scaling technique (see knnex

2 to Appendix A for a description) the respondents were asked to

judge "the relative criticality of 21 collective tasks in terms of

how critical each one is to (the) Mechanized Infantry/Tank Task

force's ability to execute all the ARTEP missions in order to become

fully combat ready." For purposes of this survey, "fully com,.bat

ready" was defined as attaining and maintaining a proficiency level

of 95%, i.e., the ability to succescfully perform 95% of individual

and collective tasks to established conditions and standards.

The relative weights assigned by the aualified pool of

respondents (176) is shown on Table IV in descending order of criti-

cality. Figure 2 displays the relative weights graphically. The lines

connecting the points are used solely to aid in the interpretation of

the relative displacement. The resulting curve has no mathematical

v significance.

The highest rated collective task, "Employ fire and maneuver/

movement" with a relative weight of 4.1, was Judged ,y the qualifiedi

13

TABLE IV

REIATIVE CRITICALITY OF COLLECTIVE TASKS

*Rank I.D. RelativeOrder No. Collective Task weight

1 9 Employ fire and maneuver/movement 4.1

2 13 Employ fighting vehicles 3.7

3 21 maintenance of weapons, equipment, and 3.5vehicles

4. 12 Perform Leader/Commander Tasks 3.4

5 7 Employ organic antitank weapons 3.3

6 1 Perform tactical movements 3.2

7 10 organize and prepare battle positions, in- 2.9cluding mines and obstacles

8 11 Employ special techniques for operating at 2.9night and under limited visibility

9 2 Employ cover and concealment 2.5

10 5 Employ communications and electronic equip- 1.9ment, including operations in an EW environ-ment

J,11 14 Employ combat service support (all Admin/Log 1.8activities)

12 6 Perform reconnaissance 1.8

13 3 Employ special techniques for NBC operations 1.8

14 4 Employ organic mortars 1.7

15 17 Employ special techniques for operating in 1.6a hostile TAC air environment

16 20 Coordinate and employ non-organic combat 1.4support assets

17 15 Perform security and intelligence operations 1.4

18 16 Reorganize; consolidate 1.4

19 19 Emnploy organic small arms 1.2

20 18 Breach minefields and obstacles 1.1

21 8 Employ special techniques for combat in 1.0built-up areas

Th'e I.D. No. refers to the number signifying the order of presentationin Set II of the polling formal. (See Annex 1 of Appendix A .)This number is retained for identification purposes in all tables andfigures.

0 co

/

J0 Ln

E-4 -4

U

44-N1- 0

"-4 a)-4I

0 0

>m

U "-'

1E4

E-4

oll

15

44. I

* pooi as being the most critical. The weight can be interpreted as

being 4.1 times more critical than the lowest rated item, i.e., No. 8-

special techniques for combat in built-up areas. Conversely, Item

8 is approximately 24% as critical as Item 9.

* Because MAG ES establishes ratios among each of the

items, the same logic applies between any two items; e.g., Item 17

(Wt. 1.6) is 50% as critical as Item 10 (Wt. 3.2), or item 11 is 2

times more critical than Item 15.

Several items have identical weights. This means that

the qualified pool has placed equal criticality ratings on those

items. Rank ordering, therefore, becomes somewhat meaningless.

The implications of the ratings are left to qualified

military training and operations personnel. It should be noted,

however, that the range of weights between 4.1 and I is relatively

small, implying in essence that no one item is extreme in its criti-

cality. This could be interpreted rationally as meaning that all col-

lective tasks are of almost equal value within the scope of the 21

items presented.

* It should be noted that other related tasks may be de-

fined at some future time which might be considered to be more or

less important than those shown in Table IV. At such time a new sur-

vey would be necessary to adjust the scale.

16

1e

2. ARTEP Missions

The assigned missions for all battalion echelons, i.e.,

battalion through squad level, as specifited in ARTEP 71-2 were com-

bined into 14 representative items which for practical purposes are

all-encompassing. The respondents were asked to "judge the relative

importance to train for each type of mission" Cto successfully

counteract a sophisticated and well-trained threat).

Table V lists the 14 weighted ARTEP missions in descending

rank order. The relative weight and order are depicted graphically

in Figure 3. The weights, also derived by MAGES, are representa-

tive of the collective perceptions of the qualified pool.

The results may be interpreted in the same manner as the

collective task ratings, above. For example, Item 6 with a weight of

2.4 is 2 times more important to train than Items 12 and 4 (wt. 1.2),

or conversely, the latter are half as important as Item 6.

Although Defense, Item 10 (wt. 3.5), is rated somewhat more

important than Night Attack, Item 7 (wt. 2.6), there appear to be

no extreme issues. As with the collective tasks, the range of weights

is somewhat narrow signifying relative equality of importance.

The fact that Defense was rated highest causes some concern

relative to the current training doctrine. This factor may reflect

an overemphasis on defensive tactics to the detriment of offense.

Since MAGES weights are additive, the weights of the offensive

oriented ARTEP missions were added together and divided by the total

17

TABLE V

RELATIVE IMPORTANCE OF ARTEP MISSIONS

Rank I.D. RelativeOrder No. ARTEP Mission Weight

1 10 Defense 3.52 7 Night attack 2.6

3 2 Delay 2.6

4 6 Deliberate attack 2.4

5 9 Hasty attack 2.3

6 3 Disengage (under pressure) 1.9

7 8 Prepare a strong point 1.8

8 14 Movement to contact 1.8

-4 9 13 Antiarmor ambush 1.7

10 12 Defense of a built-up area 1.2

11 4 Passage of lines 1.2

12 1 Exploitation 1.1

13 11 Crossing water obstacles, i.e., river 1.1crossing

14 5 Patrolling (reconnaissance and combat) 1.0

The I.D. No. refers to the number signifying the order of presenta-tion of Set V of the polling format (See Annex 1 to Appendix A).

18% % - %

/

,-

E- -4

U IN

0 Hw 114

" I

14I I I

04~

19

I H

sum of weights to arrive at a percentage. Table VI summarizes the

percentages of offensive missions by respondent subgroup as well as

by the total.

The ARTEP missions associated with offense are:

e Night attack

a Deliberate attack

* Hasty attack

* Movement to contact

* Exploitation

9 River Crossing

9 Patrolling (reconnaissance and combat)*

Of the subgroups only thf- 4th Division and the Sergeant

9- Majors' Academy (SMA) show a positive inclination toward offense, i.e.,

a percentage greater than 50%. The reason may be that the current

doctrine of delay and containment in Europe has permeated the training

establishment to the detriment of offense.

With respect to the 23 SMA respondents, it should be noted

that their average years of service was 19.3 compared with 12.4 years

-for the remaining 151 in the qualified pool.

3. Utilization

The weightings for collective tasks and ARTEP missions can

provide to the training community considerable guidance with respect

to course planning and resources allocation.

* While patrolling typically may not be considered an offensive

activity, in this case combat patrolling was viewed as an of-fensive orientation and was therefore included in the list.

J

6S20

;€ . .. '' .. ''.z.r.' ... /.-'.... ., .. .. .... . .. , - - . . - . .... . ...

TABLE VI

PERCENTAGE OF ARTEP MISSION

IMPORTANCE WEIGHTS

ASSOCIATED WITH

OFFENSE

Respondent PercentageGroup n Offense

4th Mech Inf Div 34 52.3

3d Ar Div 49 46.0AWC 28 46.7

C&GSC 42 40.3

All Above 153 45.2

SMA 23 58.6

Bn COs 42 47.1

TotalQualified Pool 176 46.9

2.

21 "

It is now possible to focus the unit's training program

specifically on the more combat critical or important items."L/ The

final decision of course must be tempered by the unit's actual degree

of subject mastery; i.e., although "fire and maneuver/movement" is

the most important collective task, the commander of a unit highly

skilled in the subject may elect -)train on a less critical item.

The reader is cautioned that it is essential to bear in mind

that relative criticality and importance in no way implies a correla-

tion with the cost and time requirements of training. In fact a very

low weighted item may require many times more resources than the higher

rated tasks or missions.

In the event that budget and/or time limitations force reduc-

tions, the weights can provide a useful rationale for decrementing the

training program with the minimtum possible impact on combat readiness. In

other words, the training frequency and time for the less critical

tasks (etc.) can be reduced before the higher priority items..!/ As

pointed out in the previous paragraph, cost data also must be considered.

- C. Unit Personnel Conditions

This portion of the survey examined a number of issues.

-~ Part IIIA, Sets I & II, and Part IIIB gathered respondent perceptions

in quantitative form relative to the impact of three major training

1/ Care must be exercised to ensure that training in the less critical-. subject matter is not neglected.

2/ Reduction must be accompanied by proper analysis in the context oftotal resource requirements. The BTM provides this analyticcapability.

22

detractors on the time and frequency of instruction. Part IIIC measures

the benefits, if any, accruing to any given echelon while training with

higher level units. Part IIID attempts to determine at which echelon

within the battalion training should be emphasized. In addition, two

questions related to maintenance are asked.

1. Impact of Training Detractors

Three significant training detractors were examined:

a. Personnel not present for training, i.e., the inability

of personnel for any variety of reasons, e.g., details, leave, sick-

call, to attend required training periods. The effect on the unit is

the necessity for conducting additional sessions. This is a "frequency"

related effect.

b. Change in duty position, i.e., the condition that

occurs when personnel are shifted internally within the unit for one

assigrment to another. The move implies additional training to become

proficient in the new position. This also is a "frequency" related

effect.

c. Trainer grade substitution, i.e., the necessity for

substituting a one grade lower officer or non-commissioned officer

trainer by virtue of a shortage of qualified personnel. This primarily is a

"time" effect; i.e., more time is required for any given session to

compensate for the new, lower ranked trainer's assumed lack of total

qualification and proficiency in the senior position. Trainer grade

substitution may be considered to be the complement of the other

23

i' , '," " . ' ..',' :J ~ r' .'..' '.... . . *:." . "" -". ".". •'- .'.v-.'•• ,

detractor, often referred to as "Officer-NCO fill"; i.e., 15% trainer

grade substitution is equivalent to 85% Officer-NCO fill.

* - A fourth training detractor, turnover per quarter (not

examined in this survey), refers to the movement of personnel in and

out of the battalion. The rate of turnover as well as the measured

impact on training frequencies is assumed to be equal to one-half (1/2)

4' that for change in duty position. Insofar as the rate is concerned,

it was the consensus of the ARTS group that general experience would

support this assumption.

The purpose for measuring the impact of the various

training detractors was to develop adjustment factors whereby the

tizmes and frequencies required for instruction could be adjusted in

accordance with changes in unit personnel conditions. A general

assumption guided the derivation of the factors; i.e., the respective

adjustment factors for any given set of conditions would apply to all

*respective time and frequency issues (collective tasks, ARTEP missions,

arnd Soldier's Manual tasks).

% While some differences in the magnitude of the adjustment

factors among the various issues may exist, time limitations imposed

on the survey precluded a sensitivity analysis. Since the design of

the BTM is in its first-order stage of prototype development, it was

concluded that little loss of accuracy would be incurred from using

the factors for all training times and frequencies.

% 24

The approach used to derive the data relevant to each

detractor Is a modified form of Magnitude-Estimation Scaling, i~e.,

a frequency of 10 repetitions is used as the magnitude-estimation

base in lieu of an abstract relative weight. A description of the

procedures and methodologies used is found in Appendix A.

The graphs shown in Figures 4, 5, and 6 show the impact

respectively of the three training detractors examined. The numbers

of periods and hours used in the survey have been converted into

generalized adjustment factors for the collective task, ARTEP mission,

and Soldier's Manual task time and frequency applications. Equations

fitting the curves between the prescribed personnel condition limits

are listed on Tables VII, VIII, and IX.

The curves and equations have been normalized, i.e.,

adjusted, to ref lect a basic, representative set of personnel corndit ions.

The base set, selected by the ARTS group, is as follows:

a. 25% Not present for training

b. 35% Change in duty position

C. 15% Trainer grade substitution

These conditions are a composite of those used in the U .S. and Europe

surveys and vary somewhat from the conditions shown in the survey (see

Annex 1 of Appendix A).

Curves representing the 70%, 85%, and 95% prof icierncy

levels were derived from empirical data; the 75%, 80%, and 90% levels

25

Figure 4

TRAINING DETRACTOR ADJUSTMENT CURVES

Not Present for Training(for Frequency Adjustment Only)

3.0

6 Empirical data points

o Computed data points95%,

/ 90%0 2.0 ICAUTION

To be used only between 15 and60% and for the base condition

of 25% Not Present for Training 85%

,?70%

75%

Base Condition

7

I. 0 Percent

Proficlency

0.10 0.20 0.30 0.40 0.5.3 0.60

Percent Not Present for Training x 10-

26

A

Figure 5


Change in Duty Position(for Frequency Adjustment only)

A Empirical data pointso Computed data points

~95%2.0

0 CAUTION

UM To be used only between 20 and 9<%_

60% and for the base conditionof 35% Change in Duty Position

Base Condition1.%

m47~ Q s0t

Fercent

Prof1cienc

I

0.20 0.30 0.40 0.50-2

Percent Change in Duty Position x 10

27

!9 , . '; . ,? " " ' ".''.. .v..' ..:.< '.: ''...L...'<.'. b'. "v)---). . -<.,--,...;-- . L -... '.-.'.. .".j..'-'<

Figure 6


'U Trainer Grade Substitution(for Time Adjustmnent Only)

3.0 ~ Empirical data points

oComputed data points

CAUTION 15To be used only between 10 and

.0 40% and for the base condition2.0 of 15% Trainer Grade Sbttto

90%

85%

80%

75%

Base 70%1.0 o M ~i on

Proficiency

........

0.10 0.20 0.30 0.40

Percent Trainer Grade Substitution x 10-2

28

®R

TABLE VII

UNIT PERSONNEL CONDITIONS

FREQUENCY ADJUSTMENT EQUATIONS

for

NOT PRESENT FOR TRAININGI

Proficiency Level Equation

95% y =0.98993e -.4l 0.6159

90 y =0.22661e 359x+ 0.1846

85 y =0.12367e 410x+ 0.2192

3. 8862x80 y =0.12699e + 0.1425

75 y =0.14692e 342x+ 0.0622

3. 4867x7)y 0.12940e + 0.0617

CAUTION:

To be used only between 15 and60% and for the base conditionof 25% Not Present for Training

29

TABLE VIII


FREQUENCY ADJUSTMENT EQUATIONS

f or

CHANGE IN DUTY POSITION


3.8107x95% y 0.17150e + 0.3525

90% y = 0.05978e50 737x + 0.3751

5.9281x85% y = 0.02958e + 0.3333

v 80% y = 0.02474e 5 .9 9 35 x + 0.2780

75% y = 0.02351e58706x + 0.2339

3878x

7(% y 0.02811e + 0.1974

::; CAUTION:! To be used only between 20 and

~60% and for the base conditionof 35% Change in Duty Position

,30*11A

lug

i -

[% ," %"", % ",L " %,-,i 'i -m " % , "- ' *, ' -. ' - ' ' , , " " - - "- " " - """ - "-".""- "" - ""30

TABLE IX

b UNIT PERSONNEL CONDITIONS

TRAINING TIME ADJUSTMENT EQUATIONS

for

TRAINER GRADE SUBSTITUTION


95% y = 0.49868e 366x+ 0.1397

90% y = 0.0886le 683x+ 0.4834

85% y =0.04164e 831x+ 0.4340

9.3291x80% r y = 0.02449e + 0.3777

75% y = 0.01876e 96lx+ 0.3308

9. 1299x70% y = 0.02-)52e + 0.2789

CAUTION:

To be used only between 10 and 40%and for the base condition of 15%

Trainer Grade Substitution

31

by graphical interpolation. Statistical confidence intervals at the

95% level were calculated for the empirical curves only and are sium-

arized on Table X. To preserve clarity the confidence interval for

the 95% proficiency level only are plotted in the figures.

Each of the figures display an interesting similarity

* and consistency. Note that a greater vertical displacement among

the curves as the proficiency level increases. This phenomenon is

interpreted as implying that greater incremental effort is required

to reach the higher levels of proficiency.

'.5 In order to apply the data, one merely enters the graph

at a new personnel condition, selects the desired proficiency level,

and reads the appropriate adjustment factor. The times and frequencies

for the collective tasks, ARTEP missions, and Soldier's Manual Tasks

contained in this report are then multiplied by the factor.

These adjustments are limited to the times and frequen-

cies reported in this report only, since the curves, equations, and the

basic data are standardized on the base conditions cited above. This

restriction is dictated by the fact that the time and frequencies

estimated by the respondents were based on those conditions.

Additional research is recommended with respect to meas-

uring and integrating the changes induced simultaneously by changes

in more than one detractor.

i3

%4'5..%

eL - ,e

TABLE X

SUM±MARY OF 95% CONFIDENCE INTERVALS


',1 Not Present for Training

Proficiency 1%15% 30% 60%

Levels Confidence Confidence ConfidenceFactor Intervals Factor Intervals Factor Intervals

95% 0.71 0.66-0.77 1.16 1.03-1.32 2.57 2.15-3.07 r

85% 0.45 0.43-0.47 0.65 N/A 1.72 1.48-1.99

70% 0.28 0.26-0.31 0.43 0.39-0.46 1.11 0.96-1.27

d%

Change in Duty Position

20% 40% 60%

Confidence Confidence ConfidenceFactor Intervals Factor Intervals Factor Intervals

95% 0.72 0.68-0.76 1.14 1.06-1.21 2.04 1.82-2.28

85% 0.43 0.41-0.45 0.65 N/A 1.37 1.25-1.50

70% 0.28 0.26-0.30 0.44 0.42-0.46 0.91 0.82-1.01

Trainer Grade Substitution

10% 25% 40%

, Confidence Confidence Confidence

Factor Intervals Factor Intervals Factor Intervals

95% 0.86 0.81-0.91 1.39 1.32-1.47 2.31 2.13-2.52

85% 0.53 0.51-0.56 0.77 N/A 1.61 1.50-1.73

70% I 0.33 0.30-0.36 0.48 0.46-0.51 1.07 0.99-1.15

33

2. Unit Training Echelons

The purpose of this portion of the survey was to measure

how much more or less beneficial it is for a unit to train at differ-

ent levels within the battalion. Three subordinate elements of the4

battalion, the squad/tank crew, the platoon, and the company, were

examined.

These relative benefits are sometimes referred to as

,'vertical overlap."

The results of this portion are expressed as factors and

are surt_'arized on Table XI.

These results show that generally, it is more beneficial

for the unit to train at the next higher echelon. At two levels

above, however, the respondents are saying collectively that the

value of large integrated training two levels or more above a given

level provides increasingly marginal benefits.

The major guidance offered by this data is that training

should be concentrated at any given level and one level higher. Al-

though training at two levels (and higher) is essential for integra-

tion of forces, the effort appears to be less beneficial at the higher

echelons.

The data may be used to apportion any block of time

according to the percentages shown in Table XII. For example, a

squad given a block of 100 hours for instruction would train 31 hours

34

N'

TABLE XI

RELATIVE TRAINI146 BENEFIT BY ECHELON

DUATIFIED POOL OF RESPONDENTS

n = 176

.rai.ning Benefit Factors b

Unit Echelon of Training

Individ. Sqd, 7k C-rew Platoon Company Battalion

Individual 1.00 1.64 1.09 0.59 0.30

Squad/Tank N/A 1.00 1.19 0.70 0.3iCrew

Platoon N/A N/A 1.00 1.19 0.64

Company N/A N/A N/A 1.00 1.15

35

- - - - - - - -1-J L - - - - - - -I

TABLE XII

PERCENTAGE OF TIME TO TRAIN AT

HIG3HER ECHELON

Percentage of Time to

Unit Train at Higher Echelon

Individ. Sqd/Tk Crew Platoon lCompany Battalion

Individual 2%35 24% 13% 6%

Squad/Tank A313% 2%1%Crew

3 7 2 0

-latoon N/ A 35% 42% 23%

Company ;,/A N/A N/A 47% 53%

.4.36

'N%

or 31% of the time as a squad, 37 hours or 37% of the time with itsi

platoon, 22 hours (22%) with its platoon in company training, and

10 (10%) hours finally integrated as a battalion. The percentaq~s

are applicable to any block of training time.

3. Training Emphasis

The respondents were asked to indicate the relative

importance of training at the various echelons within a battalion.

The company was used as a base. The results are shown as relative

weighting factors in Table XIII, the factors being normalized at the

battalion level.

Positive evidence is offered by the qualified pool that training

at relatively low levels is the most important. The rationale appears

that the individual soldier would receive more personalized attention

in the smaller collective training environment than when integrated

with a large unit.

D. Training Times and Frequency

The respondents were asked to estimate the times and frequen-

cies that would be required to train collective tasks, ARTEP missions,

Soldier's Manual tasks, and gunnery programs, at various echelons in

the battalion. Two separate questions relative to maintenance and

maintenance training were included.

The purpose of this exercise was twofold, i.e.,

37

e. 0. S

TABLE XIII

TRAINING EMPHASIS FACTORS

Qualified Pool, n =176

Echelon Factor

Individual 1.88

Crew (Tank) 2.55

Squad 2.54

Platoon j2.78

Company 1.72

Battalion 1.00

W 38

" To elicit from qualified rmilitary personnel, their

perceptions as to requirements, and

" To fill voids in the data base.

For orientation the resporndents were asked to assume a base

set of unit personnel conditions as follows:

*85% Officer/NCO fill

*30% Not present for training

*20% Turnover per quarter

*40% Change in duty positions

It was later decided to amend the set for the European forces respond-

ents to reflect more accurately the local environment, e.g.

*10% Not present for training

*10% Turnover per quarter

*20% Change in duty positions

A considerable range in responses for most items created a

requirement for special statistical treatment of the data. (A more

detailed discussion of the procedures employed may be found in

Appendix A.) In summary, however, a technique was evolved where-%

by extremely high responses were systematically eliminated. The

remaining data base was termed "truncated." All time and frequency

data was treated according to the same set of rules.

1. Collective Tasks, ARTEP Missions, Soldier's Manual Tasks

The time and frequency data are summarized on Tables

III, and III in Volume II for ease of reference.

39

Seven case studies are included. Six of the studies reflect adjust-

ments to times and frequencies according to selected changes to the

base set of unit personnel conditions.

With respect to the Soldier's Manual Tasks, the results

are organized by "Battle Drills," i.e., integrated training packages

designed by the ARTS group. Although the questions are numbered

according to the survey instrument sequence, the Battle Drill organi-

zation is functional. The reader may cross reference the numbers by

referring to the key in Volume II of the report.

It should be noted that the base set adapted for compu-

tational purposes is slightly different than those listed above. The

purpose for the adjustment was to combine the European and other data

bases on a common footing. The adjusted set of base conditions is

as follows:

* 85% Officer/NCO fill

* 25% Not present for duty

* 15% Turnover per quarter

* 35% Change in duty position

2. Maintenance

Two Lecific questions related to maintenance were asked

of the respondents in Part IIID. The questions relate to the esti-

mated amount of time required to perform unit maintenance on weapons,

equipment, and vehicles per week and the amount of time the unit

should spend on maintenance training per week. The results are shown

40

'_2

in Table XIV. Armored and Infantry responses are compared with %;

the composite mean.

TABLE XIV

MAINTENANCE ACTIVITIES

N = 158

Mean Time Armored Resp. Infantry Resp.Activity (hours) (hours) (hours)

Maintenancepefomace13.2 14.9 11.3performance "

Maintenance 3triig3.3 3.5 3.1

training

The increased times for Armor probably reflect the greater

degree of mechanization.

3. Gunnery Programs

The respondents were asked to estimate the frequency per year

that selected units should engage in live fire gunnery training. Three

proficiency levels were specified, i.e., 95%, 85%, and 70%. Although.4'

not indicated in the questionnaire (Part IX), both "On" and "Off"

cycle estimates were solicited by tne survey administrator teams. The

estimates are listed on Table XV. All data are rounded to the nearest

whole number. -4

As might be expected the data shows that as proficiency re-

quirements are reduced, the frequency decreases. -

41

%4%

4] ,"

2..

.'

TABLE XV

GUNNERY PROGRAM FREQUENCIES

Sn = 176

Level of Proficiency

Unit Fully MarginallyCombat Ready Combat Ready Combat Ready

Cycle (95%) (85%) (70%)

On 3 2 1Tank Co. Off 3 2 2

'. On 3 2 2

AT Pltn Off 5 3 3

81 mm Mortar On 4 3 2Pltn Off 5 4 3

107 mm Mortar On 4 3 2Pltn Off 5 4 3

Scout On 3 2 1Off 3 2 2

C. Redeye On 3 2 2Pltn Off 4 3 3

42

E. Additional Conditions

Part VIII of the survey instrument addresses a number of separate,

but training-related issues of particular interest to the ARTS group in

developing the BTM. The subjects covered include various aspects of

training detractors, retraining, scheduling, resource allocation, etc.

In view of the varying subject matter, each issue will be treated

separately. Responses of the Qualified Pool only were used in the com-

putations and all answers are based on the truncated data base except

where noted.

The results contained herein must be used with caution and intui-

tion. Generality beyond the conditions stated cannot be implied.

1. Question 1

The respondent was asked to estimate "on a percentage basis,

how much less effective (in terms of the ability to conduct integrated

training) is the leader/trainer who is one grade below the grade author-

ized by TOE?"

Mean Response: 25.1%

2. Question 2

This question seeks to determine the percentage increase in

the time required to regain proficiency if two months have elapsed since

last performing the task. The desired interval in this generalized

case is one month, one-half the actual elapsed time.

Mean Response: 27.0%

43

W -4*rz

7 % %,%

3. .Iuestion 3

This is a two-part question.

a. Part 3a: The first asks "howmany personnel changes can

occur before crew retraining is required?" Estimates were requested

for five crew served units/weapons systems. The "practical mean" re-

fers to the arithmetic mean that has been rounded to the nearest integer.

Mean Responses:

Svstem Practical Arithmetic CrewMean Mean Members

Tank 1 0.71 3

Tow 1 0.83 3

Rifle Squad 3 2.99 9

Mortar 1 1.39 4

Rifle Pltn 9 8.72 39

Crew r training was judged to be necessary when approximately a

fourtn to a third of the crew members (non-leader) are changed.

:autlon must be exercised when considering this data since the spe-

cific training (.DS) and skill level of the individual as well as his

replacement must be weighed.

b. This question probes the Qualified Pool's judgment as

to whether "retraining must be conducted to maintain a fully combat-

ready (J"5%) proficiency level if the crew leader changes. The following

.4

I

,.,: 44

'I . .

chart displays the frequency of responses for three selected alter-

natives.

Mean Responses:

Alternatives

Unit/System 1 2 3

Tank 58.5% 35.2% 4.9%

Mortar 36.2% 47.2% 16.0%

Rifle Squad 33.8% 42.2% 23.4%

Rifle Platoon 22.1% 36.4% 40.9%

Key1. Yes - Retrain.2. Yes - Unless crew is highly trained.3. No.

Here there is evidence that as the size of the unit increases,

personnel turbulence including lc dership rotation becomes less critical.

4. Question 4

This question attempted to determine the ratio between time

to train and time to retrain.

Mean Response: 2.3 times longer to train than toretrain.

5. Question 5

This question provides various strategies for training in

a unit where some, but not all of the personnel, have previously mastered

a task. The respondent was asked to select the best approach to sched-

uling from 5 alternatives:

45

%q

Responses:

The percentage of respondents selecting each alternative is:

a. Two separate periods of formal training -- one forinitial training and one for retraining. 16.2%

b. One formal period oriented to those who need re-training with self-paced/off duty instructions

*for the initial learners. 2.3%

C. One formal period oriented to those who needinitial training -- with those who need retrain-ing being released for other activity early. 10.4%

d. One formal period oriented toward those whoneed initial training -- all members attend andparticipate in the entire training period. 18.5%

e. Two formal training periods: Period one orientedto and attended by initial learners only. Period

two oriented toward all members and attended bythe entire unit. 52 .0%

Alternative e. is the clear choice.

6. Question 6

The respondents were asked to rank order the training strat-

egies they would employ if by virtue of resource constraints it be-

came necessary to reduce training for achieving and maintaining fully

combat-ready proficiency in Soldiers' Manual Tasks and/or ARTEP mis-

* sions.

The rank orders assigned are listed below. A rank order of 1

connotes the most desirable course of action, i.e., the strategy to be

implemented first in the event the training program must be reduced.

6%.

46

h67 r C

A rank order of 5 represents essentially, the last resort or the

least desirable course of action.

Rank Order Mean Rank

2 2.44 a. Reduce repetitions of SM tasks?

3 3.13 b. Eliminate less critical SM tasks.

4 3.58 c. Reduce repetitions of all ARTEPmissions evenly.

1 2.15 d. Reduce repetitions of ARTEP mis-sions with the reductions beingapplied from less critical tasksto more critical tasks

5 3.61 e. Eliminate less critical ARTEPmissions completely.

7. Question 7

The purpose of this question was to estimate the percentage

increase in the frequency of training that would be necessary to main-

tain a fully combat-ready proficiency level if the majority of the E-1

through E-4 personnel in a unit were mental Category . The basis

for the comparison is a unit where the majority of E-1 through E-4

are Category III or higher.

Mean Response: 53.9% more frequency.

8. Question 8

This question addressed the same issue as No. 7, but asked

for the estimated increase in time to train as opposed to increase in

frequency.

Mean Response: 41.9% more time.

1/ Mental Category IV - AFQT score of 30 or lower.

47

This question has important implications for time and frequency

correction techniques addressed in Part III, Unit Personnel Conditions.

The sensitivity of this condition (not addressed in this survey) must

be integrated analytically with the other correction factors before

an accurate adjustment can be made.

-.

48

V.. v

'

,-° V

,K.i

['., .

APPENDIX A

PROCEDURES AND METHODOLOGIES

I. INTRODUCTION

This Appendix discusses in turn the development of the survey 7

administration and the treatment of the data. Annex 1 to the Appen-

dix contains a sample copy of the survey format, and Annex 2 describes

Magnitude-Estimation Scaling, a primary methodological innovation

in the conduct of such a survey.

.

I1

II. DEVELOPMENT OF THE SURVEY FORMAT

The Battalion Training Survey was the means by which the judgments

of selected experts in <field of Army training were obtained. Spe-

cifically sought were insights into the relative criticality of ARTEP

missions and collective tasks, the time required to train these mis-

sions and tasks, the impact of various training detractors, and cer-

tain other miscellaneous data related to training issues.

The format for the Battalion Training Survey (see Annex 1) was

developed through the joint effort of the staffs of the Actuarial

Research Corporation and t-he Army Training Study. The survey is com-

% posed of 13 separate parts, as is displayed below:

Battalion Training Survey Components

Part Numnber Title

IA, lB Biographical Information

II Collective Task Rating

III A Unit Personnel Conditions

III B Unit Trainer Conditions

III C Unit Training Echelons

III D Training Level Emphasis

III E Individual Training

IV Collective Task Times and Frequency

WV ARTEP Mission Ratings

VI ARTEP Mission Training Time and Frequency

VII Soldier's Manual Tasks

VIII Additional Conditions

IX Gunnery Programs

The development of each part is discussed herein in detail.

A2

A. Biographical Information

Respondents were requested to provide anonymous biographical

information in the first set of the Survey, IA. This information

pinpointed key sub-groups of the sample. One additional item of

information, the number of months in the current assignment (see

Question 7) was added by the survey administrators to this pool Iof information during the actual polling sessions. The responses

to the questions in Set IA establish the credentials of the re-

spondents and form the foundation of all group comparison studies.

A separate biographical information section was designed

for the respondents from the Sergeant Majors Academy. This set,

IB, is an abbreviation of Set IA and requests only that informa-

tion which is appropriate for a noncommissioned officer.

B. Collective Tasks

Collective tasks are functional areas of unit activities

that are the building blocks of ARTEP mission performance, and

are somewhat analogous to the tools in a mechanics tool box.

For the Battalion training survey, 21 such collective tasks were

derived by a functional analysis of each mission from the ARTEP

71-2 level 1 missions for all echelons. These 21 tasks were

then verified for completeness and appropriateness by review-

ing the corresponding field manual, FM 71-2. It should be noted

that many of these collective tasks are all-pervasive with re-

spect to the ARTEP missions.

A3

- ...

p~V,

Respondents were asked to make two types of judgments re-

garding these tasks.

1. Rate the relative criticality of the tasks, and

2. Estimate the training times and frequencies foreach task.

Part 11, Collective Task Rating, was designed as a Magnitude-

Estimating Scaling (NAG ES) exercise (see Annex 2 for a brief

description of the NAG ES procedure). In this Part, the respond-

ents indicated the criticality of each collective task relative

to one collective task that had been designated the reference

item and assigned a value of 10. Four such reference items were

selected as protection against the influence of an inappropriate

reference item.

In making this selection, staff members of the Army Train-

ing Study selected tasks that they viewed as highly critical and

of low criticality. These tasks were eliminated from the list

of potential reference items, since the ideal reference item

should fall toward the middle of the judgment scale. Four ref-

erence items were chosen at random from this list. A secondW,

safeguard, a ranidomi order of presentation of these tasks, was

utilized to protect against an order effect.

In part III, the respondents were asked to indicate, for

each collective task, the number of hours required for a train-

ing period, and the number of training periods per year (frequency)

A4

required to achieve a 95% (fully combat-ready) proficiency level

in all ARTEP 71-2 missions. Unit personnel conditions were

specified in terms of current experience of percent of officer/

NCO fill, personnel not present for training daily, turnover'

per quarter, and change in duty position per quarter.

CONUS Europe

30% 10% Not ir-2sent for training (daily, all grades)

20% 10% Turnover per quarter (movement in and outof Bn)

40% 20% Change in duty Ccsitions/quarter.

C. Training Detractors

The Battalion Training Survey focused on three types of unit

training detractors: personnel not present for training (Part

III-A-I), change in duty position (Part III-A-II), and trainer

grade substitution (Part III-B). The following procedures were

used in developing each of these three sets. First, the probable

minimum and maximum level of the detractor was established. For

example, it was determined that a minimum of 20% and a maximum

of 60% change in duty position could be expected for the typical

unit. A third point between these two points also was selected.

These three basic levels of training detractors were then

converted into nine items by casting each in terms of achieving

95% proficiency, 85% proficiency, and 70% proficiency. The

middle range item of the nine (that item which fell between the

A5

".1."° r . e.

minimum and maximum level of the training detractors with an

85% proficiency requirement) was designated the reference item.

The respondents were asked, in III-A, to indicate the fre-

quency required in the performance of a collective task for each

degree of the training detractor relative to the selected ref-

erence item, which had been given a frequency of 10. It was

assumed that personnel not present for training and change in

duty position are conditions that effect the frequency of unit

training.

In Ill-B, the respondents were asked to indicate the time

required for the performance of a collective task for each de-

gree of trainer grade substitution relative to the reference item,

which has been assigned a time of 2 hours. Here, it was assumed

that trainer grade substitution would effect the time required

for a training period.

Because of the highly abstract and difficult nature of

these items, it was decided that a random ordering of items

would further complicate the task of completing this section of

the survey. For this reason, the level of the training de-

tractor was held constant and presented from low to high while

the proficiency requirements varied.

The underlying logic of each set can readily be seen when

viewed with this type of ordering. When the level of the training

A6

detractor is held constant and as proficiency requirements

decrease, the training time/frequency requirements should re-

main constant or decrease. If the proficiency requirements are

held constant and the level of the training detractor increases,

the training time/frequency requirements should remain con-

stant or increase.

In light of the afrementioned complexity of this section,

.wit was decided that only those respondents who followed the i

logic discussed above would be included in the computation of

these weights. To be included, a subject's response in Parts

III-A and III-B were required to satisfy the following six

rules:.=

1. The response to question 1 > the response to question> ' the response to question 3.

2. The response to question 4 > the response to question

5 > the response to question 6.

3. The response to question 7 > the response to question

8 > the response to question 9.

4. The response to question 1 < the response to question

4 < the response to question 7.





A7

D. Training Overlap

*Parts IIIC and IIIE address the degree of overlap in train-

ing that occurs when an individual or a unit is training at

higher echelons. Respondents were told to assume that the spe-

cified unit, when training an ARTEP mission, received a benefit

of 1 from that training, and were then asked to indicate the

relative training benefit to that unit at each higher echelon

when training the same ARTEP mission.

E. Echelon Importance

Respondents were asked in Parts IIID to indicate the rela-

tive importance of the training echelons in terms of Battalion

combat readiness. Here, the company level was assigned an ar-

* .bitrary value of 10 and served as the reference item. Judgments

of the importance of the remaining echelons were made relative

to this value.

F. Maintenance Requirements

Part IIID also addressed the hours required weekly for

maintenance activities. These activities were divided into two

categories: maintenance of weapons, equipment, and vehicles, and

maintenance training.

.. ARTEP Missions

The ten ARTEP 71-2 level 1 missions for battalion and com-

.- .[. pany levels were incorporated in the Battalion Training Survey

A8

JI

C .

in Parts V and VI. In addition, two squad level missions, patrol-

ling and antiarmor ambush, and two supplemental missions, ". pssage

of lines" and "crossing water obstacles" were included. These

four additional missions were considered sufficiently important

from an overall training context to be included in the list of

ARTEP missicois.

As with collective tasks, respondents were asked to make

judgments about both the relative importance of these missions,

and subsequently in Part VI, the time and frequency of training

required. In Part V, ARTEP Mission Rating, the 14 ARTEP missions

were arrayed in a random order. Two reference items were chosen,

using the same procedure as was used for the collective tasks

reference items (Part II). Respondents were asked to rate the

importance of each ARTEP mission relative to tne reference item,

which had been assigned a value of lu.

The respondents were asked in Part VI to indicate the num-

ber of hours per period and the number of training periods per

year required to achieve a 95% proficiency level in each of these

ARTEP missions. The same training detractors were specified for

the missions as were specified for the collective task time

and frequency exercise (Part IV).

H. Soldier's Manual Tasks

The training requirements for Soldier's Manual Task-- werto

addressed in Part VII of the survey. The MOS 1lB, 1IC, 1il,,

A9

liE (19E/F), and l6P Soldier's manual Tasks were grouped into

73 general categories of functional activities. Respondents were

asked to state the time per titaining period and the number of

training periods per year required to achieve 95% proficiency

(fully combat-ready). No personnel conditions were specified.

I. Additional Conditions

Part VIII of the Battalion Training Survey deals primarily

with miscellaneous training issues requested by the ARTS group.

Part VIII includes two items that deal with unit personnel

conditions. In questioi 1, respondents were asked to specify,

in percentage terms, how much less effective is a leader who is

one grade below the grade authorized by TOE. In Question 3,

the requirement for crew retraining resulting from a change in

duty position is explored. in 3a, respondents were asked to

specify the actual number of crew changes, by crew type, that

necessitate retraining of the crew. 3b addresses the need for

retraining if the crew leader changes.

2uestion 2 deals with the incremental training (in percentage)

time required to regain proficiency if the ideal period between

programmed instruction is exceeded by a specified period of time.

uestion 4 is designed to establish how much longer it takes to

train than retrain. Question 5 allows the respondent to select

the optimal schedule strategy for a unit in which some but not

A10

all perscnrpl have mastered a task. Question 6 is a rank order-

ing of training strategies or program decrement options. Ques-

tions 7 and 8 deal with the impact of Mental Category IV per-

sonnel or, the training schedule.

J. Gunnery Programs

Part IX requests training frequency requirements of gunnery

training programs for a tank company, antitank platoon, 81mm

Mortar platoon, 107m Mortar platoon, scout platoon, and red eye

platoon. A frequency was requested for 95% proficiency, 85%

proficiency, and 70% proficiency. Respondents were asked, in

the test sessions, to give two frequency estimates for each pro-

ficiency; one for "on-cycle" training, and one for "off-cycle"

training.

All

b.

III. SURVEY ADMINISTRATION4

A. Characteristics

Three characteristics of the survey administration procedure

contributed to the efficacy of the data collection effort:

1. Specification of the Rating/Judgment Context

Training typically occurs under conditions and con-

straints heavily influenced by the aforementioned training detractors.

The training goals or standards to be achieved are not always easy

to specify and convey. For this. survey, the optimum goal was des-

cribed as being sufficiently proficient to achieve success against

a sophisticated and well-trained threat (alternately referred to as

being fully combat ready or possessing a proficiency of 95% of the

TOE capability of the unit weapons and personnel).

For certain parts of the survey, the specific levels

of training detractors and/or proficiency were established by the ARTS

group, as appropriate. These conditions may be reviewed in the sample

survey booklet in Annex 1 to this Appendix.

2. Coordinated Administration by the ARTS Group

The data collection teams in Europe and CONUS included

the ARTS group members who participated in the formulation of the

survey goals, content, and format. They were thus well informed about

the subject and procedures for administration. During the final coor-

dination session for the data coll1ection, provisions were made for

A12

P

continual phone communication among team members in the event proce-

dural changes were necessitated by the exigencies at the test sites. r

3. St-quencing of the Sets in the Survey

To adequately cover the many issues in the survey,

approximately 3 - 5 hours of time was required of each respondent in

group sessions (usually Battalion groups). The influence of fatigue

and progressive inattention were moderated by placing the more de-

manding tasks early in each of two sessions and by separating the

sessions with a 30 -40 minute coffee break.

B. Locale Modification of Survey Context (Assumptions or

Conditions)

The context (assumptions or conditions) concerning kinds and

amounts of training detractors for Sets IV and VI, which requested

estimates of training time and frequency, was modified for Europe to

better reflect the current actual experiences in that environment, i.e.,

Europe CONUS

10% 30% Not present for training (daily,

all grades)

10% 20% Turnover per quarter (movement inand out of Bn)

20% 40% Change in duty positions/quarter

In addition, ten (10) of the students at the Army War College who had

just recently returned from Europe assignments, were instructed to

use the "Europe assumptions" since this basis was most consistent with

their recent experience.

A13

C. Seeto of "Exper Rater-

Cnc . Selurtetinsr of e cEprdblt Raters" gou fatr

used in the preparation of the values derived from this survey, a

minimum requirement of at least three years of Armor and/or Mechanized-

Infantry experience was established. The final expert group numbered

176, distributed as follows:

49 3rd Armored Div (Europe)

34 4th Infantry Div

42 Command & General Staff College

028 Army War College

23 Sergeant Majors Academy

176 Total

'A1

05'

IV. TREAThENr OF DATA

A. Data Base Audit

All responses were keypunched and verified. In view of

human failings, this verification is not always sufficient to assure

an error free data base, since corrected cards may not be removed.

A computer audit was made to determine the presence of all data

cards for each respondent and the existence of any duplications.

Each survey had been precoded and examined by Actuarial Research

Corporation prior to punching to establish upper value limits and

to define Funch card fields. The raw distributions of the 9 parts

were examined to insure that the expected score ranges were within

bounds.

B. Determination of Weights

The calculations of the relative weights in Sets II and V

involved finding the geometric mean of all responses to each item.

Each of these geometric mean weights was then divided by the weight

of that item which had the lowest weight (a normalizing procedure).

Percent weights were calculated as well.

Differences in item weights between various subgroups were

determined as follows. The raw scores were converted to log scores10

and means and variances calculated. The t-test subprogram calculates

the F ratio to decide if pooled or separate variance estimates should

be used in the determination of the t-value. The log transform is

A15

%.- - - - - - -

necessary because the values assigned to the items by the respondents

reflect magnitudes which have consistently been shown to reflect

power functions. (See Annex 2 for a discussion of the attributes of

magnitude estimation scales.) with the scores converted to a log

normal distribution, it is possible to perform various analytic treat-

ments which would be incorrect if the geometric means, alone, were

used.

The geometric means (weights) of the items can be displayed

in different ways according to the convenience of the user. A usual

step is to normalize on the lowest value so that the ratios among the

items are more easily discerned. Another way is to convert each

weight to a percentage of the total of all item weights for the group

of subjects being examined. Such multiplications are for convenience;

they do not alter the relative values.

U-nless the groups being compared were both normalized on

the same item, a graphical representation tends to yield apparently

larger values for the high values. Using percentages, this visual

distortion is avoided. The figures used in the body of the report

are based on percentages. The ratios among the percentages are identi-

cal to the ratios among the normalized weights.

C. Reference Item Characteristics

Weights were computed for the respondents using each of the

reference items. The rank order intercorrelations for the reference

A16

items are shown in Table A-I for Parts II and Set V. Also shown are

the rank correlations.with the item order and the item ranks based

on all cases. The intercorrelations range from .77 to .91, whereas

the correlations with item order are not significant. The initial

randomizing of the item order appears to have achieved its purpose of

minimizing an order effect.

The distribution of reference items among all respondents

is shown in Table A-II. The percentages vary only a little from the

optimum flat distribution of 25%. Within each of the five groups

surveyed, a slightly greater unevenness can be seen.

There was no opportunity before the survey administration

to obtain prior estimates of the item weightings to aid in the selec-

tion of reference items. From the survey results reference items 7,

5, 6, and 19 in Part II ranked fifth, tenth, twelth, and nineteenth

(out of 21 items). For Part V, reference items 11 and 14 ranked

thirteenth and eighth (out of 14 items). Weights were computed for

the sub-groups of respondents that used the different reference items.

The instances where a significant difference occurred between mean

log scores for each item can be seen in Table A-III. A reference item

which has a high value (item 7) tends to reduce the judged weights and

vice versa (for item 19).

Since the reference items were quite evenly distributed

anong the respondents, the weights based on all subjects are not

AI 7 ]A171

"Z - -: ..'' --'-.-.-' -. '.'--.. .' -. ..-.. '.- .- ,- ",'-" -'/ " --..-.- .. ,". ", -A- "".--"-.;.-'.."-

TABLE A-I

RANK ORDER CORRELATIONS AMONG WEIGHTS BASED

ON DIFFERENT REFERENCE ITEMS

Item

5 6 7 19 Order All

5

Collective Task

Reference Items 7 .84* .77*

[19 .89" .88" .83"

Item .23 .22 .20 .36Order

All .94* .93* .92* .95 .26

Weights Based38 47 46 41 "21" 172

on N of:

Item

11 14 Order All

A TEP M"ission

Reference Item 14 .88*.4

,,.. Item .13 -.02Order

All .95* .96* .02

Weights based 90 81 "14" 171

on N of:

*pA18

4-

A1 8

p%

TABLE A-II

Distribution of Reference Items Used

Part II

Reference Items

Group 5 6 7 19 Total

CONUS Div. 6 11 8 9 34

Euxope Div. 10 14 12 10 46

C & GSC 9 10 15 8 42

S.M.A. 7 4 4 7 22

A.W.C. 6 8 7 7 28

Total 38 47 46 41 172

Part V

Reference Items

Group 11 14 Total

CONUS Div. 18 15 33

Europe Div. 23 25 48

C & GSC 21 20 41

S.M.A. 11 11 22

A.W.C. 17 I0 27

Total 90 81 171

A19

TABLE A-III

SIGNIFICANT DIFFERENCES* OF REFERENCE ITEMS

Collective Task ARTEP Mission

Reference Items Reference Items

Item 5 v 6 5 v 7 5 v 19 6 v 7 6 v 19 7 v 19 11 v 14

2 > <>

3

4 < >

i" < < < >< >

I.' 6<>S7 > <>

10 >

12 <

13 < >

14 >

15

16<

17

-.S. 18

• 2jB 19

21

* Entries snow mean I'oq differences beyond 5% level ofconfidence for the t's. The op[en end of the symbol in-

3l cates the item with the h:iqur mean.

A20

W.W_

particularly distorted. In addition, it was noted above that the

rank correlation of item weights among the reference items used was

high. In examining any differences between groups of respondents an

elevation of weights can occur if for instance a disproportionately

small number used reference item 7, as in the case of SMA.

D. Exploratory Studies to Determine Time and Frequency Cata

Treatment

Prior to the final data processing, exploratory efforts

were undertaken to examine a selected subset of items to observe the

nature of the response distributions, to assess the need for eliri-

nating extreme a/o aberrant scores, and to determine the manner in

which the time and frequency information could be most appropriately

sunmarized. This preliminary study also focused on the potential

differences among particular subgroups of interest.

1. Truncation of the Values for Training Time and Frequency

(Parts IV, VI, and VII)

A subset of collective tasks and ARTEP missions frcm

Parts IV and VI was selected for examination based on the weagLt::g

of importance derived from Parts II and V. An item with relatively

high weight and one with low weight plus two items from the rid-range

were selected by the study group for inclusion in the suhstudy. The

study group also identified 16 Soldier Manual tasks from Set 'I that

corresponded to the selected collective tasks.

A21

An examination of histograms reflecting the distribu-

tions suggested that there were two distributions present in the

data. The clusters of extreme scores suggested that some respond-

ents may have had a ifferent orientation concerning the number of

hours required per session and the number of sessions required per

y.ear. The 4udent of the ARTS group was that these extreme responses

or "out!iers" reimda a .' inpractical demand on the training

resources. To zeter.ine if this was so, a reconstruction was made

from the 3ata base to mienrtfy, by type, those respondents from the,

3rd -livision who mcst frequently gave extreme responses. A subsequent

v-sit by the study zroup was to interview these "outliers" to deter-

. Tine if the assigri-nt of extreme scores was simply an exaggeration

of traininc needs or a carefully thought out requirement for inten-

1/siv-'e trainlr.g to anieve 9 % ircficiency.--

A f &ral, systematic procedure was adopted to eliminate

t..e extremes. ,nv respnien: whose value for an item was equal or

creater than the oroup mean plus one standard deviation was ignored

the calculation of tralrvn hours and frequency for that item.

After trurcation a rnew mean was calculated.

It was learned, after the analyses were finished, that theextreme values were given for fear that an arbitrary reductionof 5:% or more would be made.

A22

a,%

2. Specification of Mean, Time, Frequency, and Year

Total Hours

In the estimation of training period hours anrd t-'

*" , frequency of training periods per year, it is logical to assurz- '-.A -

respondents have in mind a year total hour trainina requiroar.er.t

necessary to achieve a given level of proficienzy. This Yo.:i total

hour" can be achieved with various combinations cf hours ar.d frequency.

For example, 96 hours of training in a year ci:. le a:ieved cy

4 hour training sessions repeated 24 times or 12 hour trainn ses-

sions repeated 8 times. Such a model requires that hcurs and fre-

quency will be negatively correlated. The initial stuc.- s:."^'cd thlis

was not the case. Ecurs and frequency are not corrl:atod, a- s.o:.

on Table A-IV. Based on this information, it was coT~u:,_e tnt ..e

time and frequency estimates were indepenicr.tly 'i.eirmin.. ' .os, the

best estimate of hours needed for trair~in-. waS t., :. vllt -.

wise for the frequency of trainino, periods --.. arr :vc at a .ei :al

hour" requirement, the mean hour (to t - ne'., t ....

by the mean frequency (to the whole r'zer) to :tall tre "

year total hours required for the tas: cr cissic:..

This procedure must be caref......',:.,

viously the product of the means neei : & il to':- : .

ducts. The distinction made is a !_i,3a :. . ::a1..,

which the respondents assigned vdlies.

i-A

A?

TABLE A-IV

PRODU2CT MOMENT COREEL.ATI'NS OF TRAINING HOURS AND FREQUENCY

Bn Co Pit Sqd Bn Co Plt SqdLevel Level Level Level Level Level Level Level

Collective task9 .4* is -.13 -.14 .29* .00 -. 09 .19

10 .23 .39* .33* .26 .29* .00 -.01 .18

13 .04 -.24 .11 .01 .14 .07 .45* -.15

17 .2D .15 .10 -.04 .14 -.07 -.11 -. 37

ARTEP Mission

2 .19 -.D1 .18 -.01 .05 .16 .22 .17

4 .14 .52* .43* .23 •34* .60* -.C4 .26

6 .3-7* .13 .26 .03 -.06 -.13 -.02 .15

8 .28 . j7 5 .26 .24* .18 .13 .-13

. ~ Soldier'sManual Task

4

5 -. 32 -. 2

q-- 0.

-..27 17

.,3 -. 95 - .23

1D -. i6- .17

" 4. .1413 - --

34 -. -8

36 -. - .71

37 -. i

4 .1 - 3

A2 4

It can be noted that_ the correlations among hour est~-

mates and among frequency estimates are consistently high. A parallel

follow-up survey of Armor school respondents shows similar results,

suggesting that the values assigned rEcflect the practical training

scheduling issues wherein daily scheduling is considered indjepend-

ently from yearly occurrences (frequency).

A separate inquiry is suggested from th.is outcome where-

in a respondent is given a total year hour maximum and4 is reczueste

to allocate this year's effort into comilinations of trainin'7 sess ic

hours and frequency.

E. Training :etractors

3eometric means and correspcn4i. 9E confidence <ra

were calculated from scores assiranec-_ to t-e items in, Parts ~tAand_

IIIB. The mean values were thnen _o-nverte_! to, factors reedE-d to ad-just

the frequency and time da-ta .P3rt5IVIs ,s ~ieyi

the following manner:

First, the -:a ue 5 ir. ea--',. se*- 'ie 'oimlztd b ividinc

by the mear-. response to, t:.v 4!-,, s~z. e s ~niir as_ stated

in the survey.- A r:.- fz ; h n :ee ;:a-a prli:.,_- ',z ech

of the thlree pr!iinyrc r25 -. ,r.: *a:. t-

ponential ~v a .e.~1.~ ~ .

cedure to, solve a rf t __..sn..-'

li Ts 1. se oc(r. J!,*.'t~ 1: :~Z.

a ser . .. .: : ~ : ~ 5: r

A2 5

fit yielded results reliable to four decimal places between the range

of unit personnel conditions selected in the survey. mean values for

any specified percent of training detractor could now be found.

Next, in order to accomplish the second normalizing proce-

dure, the base condition on which judgments of time and frequency

(Sets IV, VI, and VII) were made was located on the exponential

curve. For "Not present for training" (Set III-A-l), the base condi-

tion was 25%. The base condition for "Change in duty position" was

35%, and for "Trainer grade substitution" it was 15%.

The geometric means and 95% confidence intervals derived

in each set were then divided by the geometric mean of the base condi-

tion to produce the final training detractor adjustment factors.

An exponential curve was derived for the new data points.

The factors for the intermediate proficiency levels of 90%, 80%, and

75% were graphically interpolated. The results of these calculations

are the factors with which time and frequency data can be adjusted.

It should be noted that training detractor adjustment fac-

- . tors are restricted to the training detractor range defined by the

empirical data points.

F. Training Overlap

Time and frequency factors for unit training overlap were

derived by calculating the geometric mean of the response to each item.

In addition, the mean response of field grade officers and company

grade officers from the two divisions were computed.

A26

0P

C. Echelorn Importance

The overall importance of each training echelon, from ir-3i-

vidual to battalion, was found by calculating the geometric mean of

the response6 to Set IIID, "Training Level Emphasis." Each mean

was then divided by the calculated mean for the battalion level,

thus giving an importance factor to each echelon in terms of a factor

of one for the battalion level.

H. Additional Conditions

Issues involving the training schedule, found in Part VIII

can be divided into two groups, defined by the treatment of the data.

In Part VIII, responses to question 1, 2, 3a, 4, 7, and 8 were treated

in the following manner. kirst, the arithmetic mean and standard

deviation was calculated. All responses greater than one standard

deviation from the mean were classified as aberrant responses and

were thus removed from consideration. All remaining responses were

reaveraged. This mean was established as the best estimate of the

respondents.

Questions 3b, 5, and 6 were not compatible to the above

treatment, and therefore all responses were accepted. In all cases,

responses are summarized in terms of frequency.

For question 6, a frequency distribution of the combinations

of training strategies and program decrements (from first to last) was

viewed as well. Respondents actually selected 66 of the 120 total

A27

* combinations possible. As can be seen in Table VI there was no

"'consensus combination."

I. Maintenance Requirements

The time required (hours per week) for maintenance of

weapons, equipment, and vehicles, and maintenance training was de-

rived by first finding the arithmetic mean and standard deviation of

the responses to Part IIID, "Maintenance." Again, all responses

* greater than one standard deviation from the mean were eliminated

from the pool of responses. Finally, the arithmetic mean of the

* remaining response was calculated. This procedure was followed to

be consistent with the treatment of all "time" data in the survey.

A comparison was also made of the responses of Armor and

Infantry Branch respondents.

A28

46#,

TABLE A-V

Program Decrements: The Ten Most Frequently

Used Combinations, By Question Number

Combination n %

2, 4, 3, 1, 5 15 8.5

_1, 4, 3, 2, 5 10 5.7

-2, 5, 3, 1, 4 8 4.5

_1, 2, 4, 3, 5 8 4.5

-1, 3, 5, 2, 4 7 4.0

2, 4, 5, 1, 3 6 3.4

1, 2, 5, 3, 4 5 2.8

1, 3, 4, 2, 5 5 2.8

2, 3, 4, 1, 5 5 2.8

3, 4, 2, 1, 5 5 2.8

KEY: 1 = Reduce repetitions of SM tasks

2 = Eliminate less critical SM tasks

3 = Reduce repetitions of all ARTEP missions evenly

4 = Reduce repetitions of ARTEP missions, with the reducticns

being applied from less critical task to more criticaltasks

5 - Eliminate less critical ARTEP missions completely

A29

. , " ," "a ' " * '' % " - " . " ' %

ANNEX 1

THE BATTALION TRAINING SURVEY

|A

w

'C.- ' V, '

THIS IS YOUR ID NUMBER.IT SHOULD BE ENTERED ASAPPROPRIATE ON THE UPPERRIGHT HAND CORNER OF ALLYOUR QUESTIONNAIRES.

ID # 554KEEP THIS NUMBER.

A31

'S

ft

(Blank)

.1

ft*1'4

4.

'I

S

A3 2

ftp

I

p. *~

IA

I. 1:'-, ___ _.____

READ CAREFULLY

Please complete the following:

1. Your rank: (check 1)

LTC MAJ CPT LT Other(spec ify)

2. Basic Branch: (check 1)IU

Armor Infantry Other_____(specify)

3. Total years service

4. Years in Armor a/0 Mechanized-Infantry

5. Your are currently serving in a unit or a school: Fill in thefollowing:

Div.# Bn_ Co. OR School(specify)

6. If in a unit, at what level are you currently serving?

Bn Co Other__________(specify)

7. What is your current assignment? (check only one)

Bn CO Bn XO Bn S-3 S-3 Staff

Tank/Rifle Co CO Cbt Spt Co CO

School Staff & Faculty Student

Other__(specify)

PLEASE DO NOT SIGN YOUR NAME1

A33

z:. _-'e

K,

K 4

K (Blank)

J

'S.

'p

IP\

K.

A34

* ' -KS ~ - -, ~ 2' - S K K

MPS-78-18 IB I.0. _

READ CAREFULLY

Please complete the following:

1. Your rank: (check 1)

E-9 E-8 E-7 Other(specify)

2. Basic Branch: (check 1)

Armor Infantry Other(specify)

3. Total years service

4. Years in Armor a/o Mech-Infantry

5. School presently attending

(specify completely)

PLEASE DO NOT SIGN YOUR NAME!

A35

4

S

~nIAr.k)

V

Pt

II'I

A 36a'

a'I

N

I

S.

a . ~ *."- 5 a * ~ . - . - d.~.* . . p~. .~ .... ,-

MSP-78-18

COLLECTIVE TASK RATING

The Mech nizh o - : 6.'.n Ta ;k Force (ARIEP 71- 2) is ex-pected to be able to perform all the ARTEP missions z,, oe fullycombat ready. To do this, it must have proficiency in ranyareas (as listed on the next page) . The trainin? goal is toachieve outstanding performance levels in all of these col-lective tasks, but often in practice, there are time and re-source restrictions that prevent the attainment of such highproficiency in all areas.

When resources are limited, it is necessary to consider ifdifferent areas should be emphasized in training. No area canbe entirely ignored, but it may be your judgment that some areasare more critical than others for successfully cu.tnpleting allthe ARTEP missions.

Following the procedure below, you are asked to judge therelative criticality of the collective tasks in terms of howcritical each one is to Mechanized Infantry/Tank Task Force'sability to execute all the ARTEP missions in order to becomefully combat ready.

PROCEDURES

The collective tasks listed on the next page are in randomorder.

One area, or item, has been assigned a value of 10. You areto use this as your Comparison Item.

3. Compare the first item on the list with the Comparison Itemand judge if it is more, less, or equally critical for accom-plishing all the ARTEP missions.

3. If it is more critical, enter the number that shows howmuch less critical it is than the Comparison Item. Someexamples:

O Enter 30 it it is 3 times as criticalO Eater 12 if it is 20% more criticalO Enter 200 if it is 20 times as critical, etc.

b. If it is less critical. enter the number that shows howmuch less critical it is than the Comparison Item. Someexamples:

3 Enter 2.5 if it is ii4th as criticalO Enter .1 if it is l/l0th as criticalO Enter 6 if it is 40% less critical, etc.

c. If it is equally critical, simply enter 10.

A37

,, " - ., . -. "S ..

f 1 tc . s- e I a I

-~ I- - 1 n'- - onr1r2

:~~t YO.; T..3'; >;.e ;.:U. >S5iIVEN "tSLP Or 'AtI '<'"'t -.

or neqa''e oc_:-<rs.

After yo'u :ave :omi'?tei rhese ta , aec :.::nfOr:ratl tn ztems 22 ,-,7 , ff~o11win. ;:1.ae.

-t

S.

- ..- .-. t ~ 2 .

1. perform tactical Tovements.

2. ET o,., cover ana concealment.

3. EMploy special tecnniques for NBC opera-t ions.

4. Emoloy organic mortars.

5. Employ communications and electronicequipment, including operatons in an EW

* environment.

6 Perform reconnaissance.

__ __7. Employ organic antitank weapons.

8. Employ special techniques for combat inbuilt-up areas.

* 9. Employ fire and maneuver/movement.

10. Organize and prepare battle positions,including mines and oostacles.

11. Epoloy special techniques for operatingat nignt and under limited visibility.

12. Perform Leader 'Commander Tasks

13. E£ploy fighting"vehicles.

14. Employ combat ser.'ice support (all AdmnLog activities)

15. Perfor security and intelligence opera-

t ons.

16. Reorgan ze; ccnsl iate'

17. Emoicy special techniqjes for operatingin a stile TA, air envir-nment.

18. Breacn Tinef1lds a,)nJ onstac es.

19. Emp:s. organic s7a ar-s.

___ 2 ,. ,CoorJnate. . .... -J - : rn-sr~asic. cc-m-t

support assets.

21. 'Aaintenance of wear - , pnert, a. "

A39

...-..-- ~.. ........ -.

7 -ft94 197 AREY TRAINING STUDY- BATTAL ION TRAINING SURVEY VOLUMES 214AND 2(U) ACTUARIAL RESEARCH CORP FALLS CH4URCH VA.F 'R.9ArA" J RBROWIN ET AL 03 AUG 78 S8l-RD-F888 105

UNCLASSIFIED DAG39-77-C-S179 F/G 15/1 UL

EhhEEEE IhmhhEEmhEEEohhIlmohhEEEohhEmhEEohEEEEEEEmhhIEEEEEEEEmohhohE

111j.

~.1 ~ 1.8

1111.25 li1.4 1111.IIII~ lii - 11111-

'1 MICROCOPY RESOLUTION TEST CHART

NATIflNAL BUREAU OFl STANDAR[) 963-A

ou.-wA -

MSP-78-18

IIIA


Your unit, at any gie time is affected by two personnelconditions - (1) personne# not present for training a-i *(2)changes in duty position. These conditions affect the frequen-cy of training required to maintain proficiency. In spite ofthese conditions, you must maintain a proficiency level offully combat ready (95%). As these personnel -onditions change,you must accept lower training proficiency or adjust the frequen-cy of training to maintain your required proiciency goal.

Fully Combat Ready - 95% proficient, orCombat Ready - 85% proficient, orMarginally Combat Ready - 70% proficient

SET I

The following list specifies personnel conditions withvarying degrees of severity and varying degrees of proficiencyrequirements. Assume it takes 10 repetitions a year of acertain collective task to achieve combat ready proficiencywith 30% of the unit not present for training daily (See Item5). You are asked to indicate the frequency of training re-quired for each of these remaining conditions to achieve thespecified proficiency level for the assumed collective task inlight of the frequency of 10 required for the one condition.

FREQUENCY PERSONNEL NOT PRESENT FOR TRAINING(ANNUAL)

1. Achieve a fully combat ready (95%) proficiency with15% not present for training daily

2. Achieve a combat ready (85%) proficiency with 15%not present for training daily

3. Achieve marginally combat ready (70%) proficiencywith 15% not present for training daily

4. Achieve a fully combat ready (95%) proficiency with30% not present for training daily

10 5. Achieve a combat ready (85%) proficiency with 30%not present for training daily

6. Achieve marginally combat ready (70%) proficiencywith a 30% not present for training daily

7. Achieve a fully combat ready (95%) proficiencywith 60% not present for training daily

8. Achieve a combat ready (85%) proficiency with 60%not present for training daily

9. Achieve marginally combat ready (70%) proficiencywith a 60% not present for training daily

A41

SET II

The following list specifies personnel conditions withvarying degrees of severity and varying degrees of proficienicyr-aquirements. Assume it takes 10 repetitions a year of a col-lective task to achieve combat ready proficiency with a 40%change in duty position quarterly (See Item 5) . You are askedto indicate the frequency of training required for each of theseremaining conditions to achieve the specified proficiency levelin light of the frequency of 10 required for the one condition.

Frequency Change In Duty Position(annual)

___1. Achieve a fully combat ready (95%) proficiency witha 20% change in duty position

2. Achieve a combat ready (85%) proficiency with a 20%change in duty position

___3. Achieve a marginally combat ready (70%) proficiencywith a 20% change in duty position

_____4. Achieve a fully combat ready (95%) proficiency witha 40% change in duty position

10 5. Achieve a combat ready (85%) proficiency with a 40%change in duty position

______6. Achieve a marginally combat ready (70%) proficiency-~ with a 40% change in duty position

_____7. Achieve a fully combat ready (95%) proficiency witha 60% change in duty position

______8. Achieve a combat ready (85%) proficiency with a 60%change in duty position

9. Achieve a marginally combat ready (70%) proficiencywith a 60% change in duty position

2

A42

t4SP-78-18

IIIB

UNIT TRAINER CONDITION

Your unit at any give .n time is normally short leaders/train-efa. For example, it may necessary to substitute a one grade1o~er trainer (officer and NCO) in order to accomplish training.This affects the time required to achieve proficiency. In spiteof this, you must strive to achieve a proficiency level of fullycombat ready (capable of defeating a sophisticated and highlytrained threat). As this substitution becomes more severe, itmuay be necessary to either accept a training schedule that willresult in a proficiency level of combat ready or marginallycombat ready, or adjust time per training session and maintain a

* proficiency level of fully combat ready.-

The following is a list of varying degrees of trainer gradesubstitution and varying degrees of proficiency requirements.Assume it takes 2 hours of training on a collective task toachieve combat ready proficiency with a 1 grade lower substi-tution of 25% officer/NCO (See item 5) . You are asked to indi-cate the time per training session required for each of thegrade substitutions described in the list in order to achievethe specified proficiency level in light of this 2 hourrequirement.

TIME DEGREE OF TRAINER GRADE SUBSTITUTION(hours)

1. Achieve a fully combat ready (95%) proficiency with a1 grade lower trainer substitution of 10%.

____2. Achieve a fully combat ready (85%) proficiency with a1 grade lower trainer substitution of 10%.

3. Achieve a marginally combat ready (70%) proficiencywith 1 grade lower trainer substitution of 10%.

4. Achieve a fully combat ready (95%) proficiency with a1 grade lower trainer substitution of 25%.

2 5. Achieve a combat ready (85%) proficiency with a 1 gradelower trainer substitution of 25%.

_____6. Achieve a marginally combat ready (70%) proficiency witha 1 grade lower trainer substitution of 25%.

____7. Achieve a fully combat ready (95%) proficiency with a1 grade lower trainer substitution of 40%.

___8. Achieve a combat ready (85%) proficiency with a I iradelower trainer substitution of 40%.

___9. Achieve a marginally combat ready (70%) proficiencywith a 1 grade lower trainer substitution of 4J%.

3

A4 3

IIC

tONIT TRAINING ECHELONS

The following three sets of items describe units ivolved intraining at various echelons. If a unit receives a trainingbenefit of one (1) from training on a particular mission when

oriented on its echelon, how much more or less beneficial istraining oriented on a higher ech elon when the unit is perform-ing this same mission? If it is twice as beneficial to theunit, enter 2. If it is one-third as beneficial, enterS3.If it is equally beneficial, enter 1.

SET I

1. Squad/tank crew training in a battalion exercise

2. Squad/tank crew training in a company exercise

3. Squad/tank crew training in a platoon exercise

1 4. Squad/tank crew training in a squad/tank crewexercise

SET II

1. Platoon training in a battalion exercise

2. Platoon training in a company exercise

1 3. Platoon training in a platoon exercise

SET III

1. Company training in a battalion exercise

1 2. Company training in a company exercise

V0"

A44

I-I

M.SP-78-18

IIID

TRAINING LEVEL EMPHASIS

To achieve over all battalion combat readiness, at-whichlevel should training be emphasized? The company level hasbeen assigned a value of 10. How much more or less importantis it to train at the other levels?

Battalion

10 Company

Platoon

Squad

Crew

Individual

MAINTENANCE

1. How much time should your unit spend on maintenance of

weapons, equipment and vehicles each week?

hours

2. How much time should your unit spend on maintenance Train-

ing each week?

hours

5

A45

vi '0 r" e'. e.. - " . " - e . -. ° , " " . ". "o - - . . % .

IIIE

INDIVIDUAL TRAINING

Akn individual receives benefit of one (1) from a single(1) training session on a particular Soldier's Manual Skill.How much more or less benefit is he likely to receive whilepracticing that skill when training collectively at varyingechelons? For example, if it is twice as beneficial to theindividual, enter 2. if it is one-quarter as beneficial,enter .25, or if it is equally beneficial, enter 1. You mayuse any number.

1 1. Individual training in an individualtraining exercise.

_____2. Individual training in a squad/tank crewtraining exercise.

___3. Individual training in a platoon trainingexercise.

_______4. Individual training in a company trainingexercise.

5. Individual training in a battalion trainingexercise.

6

A46

MSP-78-18

IV

COLLECTIVE TASK TIMES AND FREQUENCY

To enable the Mechanized Infantry/Tank Task Force- (ARTEP 71-2) to achieve a given level of proficiency in the collectivetasks (shown in the table below), a precise scheduling of train-ing periods is necessary. Such planning depends on valid esti-mates of the time (hours) acquired for each period and the num-ber of periods (frequency) that must occur each year.

In the table below, you are asked to enter for each unit,for each collective task:

a. The number of hours required for a trainingperiod, and

b. The number of times per year (frequency) thetraining period must be repeated

in order to achieve a fully combat ready (95%) proficiency levelin the ARTEP 71-2 missions, i.e., the ability to successfullyexecute all ARTEP tasks to 95% of the TOE capability of theunit, weap-ons and soldiers.

ASSUME: 85% officer/NCO fill30% not present for training (daily allgrades)20% turnover per quarter(movement in andout of Bn)40% change in duty positions/per quarter

Keep in mind that these collective tasks are used in some orall of the ARTEP missions. For example, fire and maneuver istrained in attack, defense, delay etc. Ensure that your esti-mate includes an allowance for teaching all applications of thecollective task.

Note: Enter NA if the collective task should not be trained ata particular level

A47

.........

TRAINING TIME REQUIRED TO MAINT INFCLLY COMBAT READY (95% Proficiency)

Bn I Co Pit Sqdlevel level level level

Hrs. Hrs. Hrs Hrs.ea Nr ea Nr ea Nr ia Nrper- per per- per per-I per per- per

Collective task iod y7r. iod yr. iod yr. iod yr.__ __ _- __--- -F K -1. Perform tactical |

movements

2. Perform security - - - -- -,

and intelligenceoperations

3. -Employ cover &I

concealment

4. Coordinate & em-ploy non-organiccombat supportassets I

5. Employ organicsmall arms

6. Employ fightingvenicles

7. Employ organic -- -- -

antitank wpns

8. Employ organicmortars

Employ fire &maneuver/move-ment _

10F. Perform recon-naissance

11. Reorganize; con- - 1 .

solidAte

12. Employ special

techniques foroperating atnignt & under hlimited visibility]

2___ A48

S- .- ...

TAINING TIME. REQUIREL . , A.°.IFULLY COMBAT RZ.DY (95% Proficiency)

Bn Co Pit Sqdlevel level level ' level

Hrs. Hrs. Hrs. Hrs.ea Nr ea Nr ea N|a N

per- per per- per er- p per- perCollective task iod yr. iod yr. iod yr iod -. ,

13. Employ specialtechniques forNBC operations

14. Employ specialtechniques forcombat in built-up areas

15. Employ specialtechniques foroperating in ahostile TAC airenvironment

16. Employ communi- -

cations & elec-tronic equipment,incl. wpns in EWenvironment

17. Organize and pre-pare battle posi-tions, includingmines & obstacles

18. Breach minefieldsand obstacles

19. Employ combatservice support(all Admin/logactivities)

20. Perform leader/commander skills

3

A49

I (Blank)

A50

MSP-78-18

V

ARTEP MISSIONS RATINGS

The Mechanized Infantry/Tank Task Force (ARTEP 71-2) is ex-pected to be able to perform all the ARTEP missions with suchproficiency that it can achieve success against a very sophisti-cated and extremely well-trained threat. Often in practicethere are time and resource restrictions that prevent the attain-ment of this required fully combat ready (95%) level of profi-ciency for every prescribed type of mission (i.e., ability tosuccessfully execute all ARTEP tasks to 95% of the TOE capa-bility of the unit, weapons and soldiers). A practical alter-native is to emphasize training for some missions and stillachieve capability in the other missions.

Following the procedure below, you are asked to judge the.relative importance to train for each type of mission.

PROCEDURE

1. The missions listed on the next page are in random order.

2. One area, or item, has been assigned a value of 10. Youare to use this as your Comparison Item.

3. Compare the first item on the list with the Comparison Itemand judge if it is more, or less, or equally important totrain for it.

a. If it is more important, enter the number that shows howmuch more important it is than the Comparison Item. Someexamples:

O Enter 30 if it is 3 times as importantO Enter 12 if it is 20% more importantO Enter 200 if it is 20 times as important, etc.

b. If it is less important, enter the number that showshow much less important it is than the Comparison Item.Some examples:

O Enter 2.5 if it is 1/4th as importantO Enter .1 if it is 1/100th as importantO Enter 6 if it is 40% less important, etc.

c. If it is equally impor'ant, simply enter 10.

4. Next, compare the second item in the list with the Compari-son Item in the same manner.

5. Compare each in turn to the Comparison Item following theabove procedure.

6. You may use ANY POSITIVE NUM3ER o F;ACTION. Do not usezeros or negative numbers.

A51

'p

1. Exploitation

2. Delay

3. Disengage (under pressure)

4. Passage of lines

___5. Patrolling (reconnaissance and combat)

6. Deliberate attack

7. Night attack

_ 8. Prepare a strong point

____9. Hasty attack

10. Defense

_-__11. Crossing water obstacles, i.e., rivercrossing

.. "_12. Defense of a built-up area

•___13. Antiarmor ambush

10 14. Movement to contact

2

A52

I % . • • . .

MSP-78-18

VI

ARTEP MISSION TRAINING TIME AND FREQUENCY

To achieve a specified proficiency level in executingthe missions in ARTEP 71-2, The Mechanized Infantry/TankTask Force, the number of training periods required per yearwill vary according to both the unit level at which the train-ing is done and the mission. The level of proficiency to beachieved also will affect the number of training periods re-quired.

In the table below, you are asked to enter for each ARTEPmission shown:

a: The number of hours required for a training period(not preparatory training time, time only to run theARTEP mission

b: The number of times per year (frequency) the trainingperiod must be repeated in order to achieve a fullycombat ready (95%) proficiency level in the ARTEP 71-2missions, i.e., ability to successfully execute allARTEP tasks to 95% of the TOE capability of the 531"t,weapons and soldiers.

ASSUME: 85% officer/NCO fill30% not present for training (daily, all grades)20% turnover per quarter (movement in & out of Bn)40% change in duty positions perquarter

Note: Enter NA if the training should not be done at a par-ticular unit level.

A53

TRAINING TIME REQUIRED TO MAINTAINrf{T[,L, COMRAT RF3Y (95% Pr if iieny

Bn Co Pit Sqdlevel level level level

Hrs. Hrs. Hrs. Hrs.ea Nr ea Nr ea Nr ea Nrper- per per- per per- per per- per

ARTEP Mission iod yr. iod yr. iod yr. iod yr.

1. Movement to

contact

2.Hsyattack- - ____s

3. Deliberate

attack

4. Exploitation -

5. Night attack -

6. Defense

7. Delay

8. Disengage (un-der pressure

9. Defense of a

built-up area

10. Prepare a strongpoint

1 1. "Passage of lines

13. Crossing waterobstacles (rivercrossing)

14. Patrolling (re-connaissance andcombat)

2

A54

MSP 78-18

VII

SOLDIER'S MANUAL TASKS

1. The purpose of this section of the questionnaire is todetermine time/frequency of training for various Soldier'sManual tasks groupings for a unit to be fully combat ready.Included are most 10 level and some 20 level tasks for MOS11B, C, D, E (19E/F) and 16P which are combat critical and!or resource (time/dollar) sensitive.

2. Specific tasks are not identified by MOS but rather aregrouped by subject into logical instructional units, i.e.subjects that would normally be taught together. For eachgrouping, you are asked to enter in the space provided thehours per training period and the number of trainingperiods per year you feel are necessary to be fully combatready.

3. If you feel an item does not fit in the grouping shown,please indicate the time/frequency you feel necessary forthat particular task.

4. Respondents need not validate SM tasks not pertinent totheir type battalion.

5. In validating time and frequency disregard constraintsthat may be imposed by X, Y, Z type -,ycles.

A5 5

Hours Periodsper per

period year

1. Driver Maintenance

Perform Before-, During-, andAfter- operation Checks and Serviceson a Vehicle.

Maintain Basic Issue Items (BIl).Maintain Operator's Items in Equip-

ment Logbook.

2. 81-MM MORTAR GUNNER, ASSISTANTGUNNER, AMMUNITION BEARER (CARRIERMOUNTED) DUTIES

Place carrier mounted 81-mmmortar into action.

Boresight 81-mm mortar.Perform safety checks on 81-mm

mortar.Lay mortar for deflection and

elevation.Prepare 81-mm mortar ammunition

for firing.Maintain 81-mm mortar and associ-

ated fire control equipment.Remove a misfire from the 81-mm

mortar.Refer sight and realign aiming

posts.Reciprocally lay mortar using M2

aiming circle and place out aiming posts.Manipulate mortar for traversing and

searching fires.Dismount mortar and place in action

ground mounted.

A56

7

Hour s Per iodsper per

per iod year

3. 107-MM (4.2-in) MORTAR GUNNER,ASSISTANT GUNNER, AMMUNITION BEARER(CARRIER MOUNTED) DUTIES

Place carrier mounted 167-mm(4.2 in) mortar into action.

Boresight 107-mm (4.2-in) mortar.Perform safety checks on 167-mm

(4.2-in) mortar.Lay mortar for deflection and

elevation.Prepare 17-mm (4.2-in) mortar

ammunition for firing.Maintain 167-mm (4.2-in) mortar

and equipment.Remove a misfire from the 107-mm

(4.2-in) mortar.Refer sight and realign aiming

posts.Reciprocally lay mortar using M2

aiming circle and place out aiming posts.Manipulate mortar for traversing

fires.Dismount mortar and place in action

ground mounted.

4. NBC Training (Individual)

Maintain protective mask andaccessor ies.

Put on a protective mask.Take cover as protection against

NBC hazards.Decontaminate self and individual

equipment.Administer antidote to a nerve

agent casualty.Measure radiation using radiac

instruments.

5. NBC Training (Track or WheelVehicle)

Prepare a track or wheel vehicle fornuclear attack.

Maintain gas particulate unit of atrack vehicle.

A57

Hour s Per iodsper per

period year

6. NBC Training (Tank)

Prepare a tank for nuclearattack.

Maintain gas particulate unitof a tank.

7. Individual Movement Skills

Move as a member of a fireteam.

Move under direct fire.React to indirect fire.React to flares.Move over, through, or around

obstacles.

8. Individual Movement Skills(Mor tar)

Move as a member of a dismounted

mortar squad (81-mm mortar)

9. Vehicle Positioning

Select Temporary VehicularBattlefield Position.

10. Vehicle Movement

Conceal Movement by RouteSelection.

11. M16 Rifle

Maintain an M16AI rifle,magazines, and ammunition.

Load and unload an M16A1 rifle*magazine.

Load, reduce a stoppage, unload,and clear, an MI6Al rifle.

12. C14ymore

Install/recover an electri-cally armed Claymore.

A58

Hour Periods

per perperiod year

13. AP/AT Mines

Emplace and recoverantipersonnel and antitankmines.

Identify Minefield Markers.Assemble a non-electric

detonation system

14. 90-MM RCLR

Maintain 90-mm RCLR.Boresight the 90-mm OLR.Load, reduce a 3toppage, un-

load, and clear 90-mm RCLR.

15. Dragon

Maintain Dragon system.Perform preoperational checks

on Dragon tactical system.

16. Redeye Maintenance Checks

Perform preventive maintenancechecks and services on (preoperationinspection of) Redeye.

17. M60 Machinegun

Maintain an M60 machinegunand ammunition.

Mount and dismount an M60machinegun on a pedestal mount.

18. Caliber .50 Machinegun

Maintain a caliber .50machinegun and ammunition.

*Load, reduce a stoppage,unload, and clear a caliber .50machinegun.

Set headspace and timing ona caliber .50 machinegun.

Mount and dismount a caliber.50 HBM2 Flex Machinegun on atracked vehicle.

A59

i

Hour Periodsper per

period year

19. .45 Caliber Pistol

Maintain a caliber .45pistol and ammunition.

Load, reduce a stoppage,unload, and clear a caliber.45 pistol.

20. M113AI Operator Training

Start and Stop an M1l3AlVehicle Engine.

Operate an M1l3A1 Vehicle.Prepare an M113Al Vehicle

for Towing.

21. 1/4 - Ton Vehicle Training

Operate a 1/4 Series Vehicle.

22. M3A1 Submachinegun

Load and Clear the M3A1Submachinegun.

Maintain an M3A1 Submachine-gun.

23. Auxiliary Generator, TrackedVehicle

Maintain auxiliary generator onM577 tracked vehicle.

Install/operate auxiliary genera-tor on M577 tracked vehicle.

24. TOW

Maintain TOW weapons system.Load, correct malfunctions, un-

load, clear TOW.Make a TOW launcher self-testN% and preoper~tional inspection.

25. Night Vision Sight

Maintain AN/PVS-2 (NightVision Sight).

Conduct surveillance using anAN/PVS-2.

A60

AIS.

Hours Per iodper per

period year

26. 116-MM RCLR

Maintain caliber .50spotting rifle, M8C.

Load, reduce a stoppage,unload, and clear the caliber.50 spotting rifle, M8C.

Maintain the 106-mm RCLR.Load, reduce a stoppage,

unload, clear 106-mm RCLR.Conduct 106-mm RCLR weapon

system alignment.

27. M16 Plotting Board

Prepare V16 plotting boardfor operation and determine ini-tial firing data for mortars(pivot point).

Process subsequent FO correc-tions using M16 plotting board(pivot point).

28. LOADER DUTIES

Boresight a Tank-MountedSearch 1ight.

Perform Loader Prepare-to-FireChecks.

Load a 105-mm Main Gun.Perform Loader's Misfire

Procedures for 105-mm Main Gun.Perform After-Firing Checks

and Services on a 105-mm Main Gun.Unpack Ammunition.Maintain Ammunition.Stow Ammunition.

A61

- ' - '- .- ,5"" "% " " "" _ , d i r - "." " "

Hours Per iodsper per

period year

29. DRIVER DUTIES

Perform Before-, During-,and After-Operation MaintenanceChecks and Services on an M60-SeriesTank.

Maintain Operator's Items inEquipment Logbook.

Perform Driver Prepare-to-FireChecks.

Start and Stop a Tank Engine.Operate a Tank.Recover a Tank by Self-Recovery

Means.. Prepare a Tank for Towing.

Participate in Mounted and Dis-mounted Tactical Movement.

Maintain Basic Issue Items(BIl).

30. M60A2 Specific

Load the Main Gun Round/Missile on M60A2 Tank.

Apply Misfire Procedures foran M60A2 Main Gun Failure to Fire.

Perform After-Firing Checksand Services on M60A2 Tank.

Perform Before-, During-, andAfter- Operation Checks and Serviceson M60A2 Tank.

Peform Driver Prepare-to-Fire*.~ Checks, Conventional/Missile, on" M60A2 Tank.

Peform Loader's Prepare-to-FireChecks on M60A2 Tank.

N•.

4. A62

- -"* %" " - ', p % % " "- • % ", "W p " %," -" . " "- % " % ° ". . " ". - % "- % " ", " % • " ", ", . . . . .

Hour s Per iodsper pe:

per iod year

31. M60A1 Specific

Use misfire procedures fora 105-mm main gun.

Perform prepare-to-firechecks.

Use battlesight.Adjust fire using burst on

target.Use precision fire.Adjust fire from a subsequent

fire command.

32. Casualty Removal

Evacuate a wounded man from atank.

33. Tank External Phone

Place and External Phone into

Operation.Perform Crew Maintenance on a

Tank External Phone.

A63

E sI

Hours Periods

per perperiod year

34. Camouflage/Concealment, prepara-.tion of position

Camouflage/conceal self andindividual equipment.

Camouflage/conceal equipment.Camouflage/conceal defensive

positions.Select temporary battlefield

positions.Construct individual defensive

positions.Clear fields of fire.Construct a Crew-Served Weapons

Positions.Prepare and use aiming and firing

stakes for the Ml6Al rifle.Prepare and use aiming and firing

stakes for the Ml6Al rifle.Prepare and use aiming and firing

stakes for the M203 grenade launcher.Prepare a range card for a TOW.Construct TOW position.Prepare a range card for a 106-mm

RCLR.Construct 106-mm RCLR position

(mounted).Construct 106-mm RCLR position

(dismounted).Prepare range card for 90-mm RCLR.Engage targets with 90-mm RCLR.Prepare range card for Dragon.Prepare MAW position.Occupy Redeye position.Use aiming and firing stakes for

the M60 machinegun.Constuct M60 machinegun position.Prepare a range card for an M60

machinegun.

A64

0

Hours Periods

per perperiod year

35. Radio Procedures

Establish and enter or leavea radio net.

Apply anti-jamming procedures.

36. OP Operation

Operate an Observation Post.

37. Intelligence/Security

Use challenge and password.Process known or suspected enemy

personnel.Collect/report information -

SALUTE.Prepare a Spot Report.Process Captured Documents and

Material.

38. Communications Equipment

Perform Operator Maintenanceon Tactical FM Radio Sets and Acces-sories.

Install Radio Remote ControlEquipment.

Perform Operator Maintenanceon Field Telephone TA-I/PT.

39. Coax Machinegun

Load and Clear a CoaxialMachinegun.

Maintain a Coaxial Machinegun.Apply Immediate Action to a

Coaxial Machinegun.Boresight a Coaxial Machinegun.

40. Surveillance

Conduct day and night surveil-lance without the aid of electronicdevices.

A65

Hbur s Per iodsper per

per iod year

* 41. Ground Navigation

Orient a map using a compass.Orient a map to the ground by

map-terrain association.Determine a location on the

ground.Navigate from one position on

the groind to another.Determine distance while moving

between 2 points on the ground.*Determine a magnetic azimuth be-*tween two known points on the ground.

42. Redeye

Determine aircraft categoryfor Redeye ranging.

Engage hostile aircraft withRedeye (MTS).

Destroy FLdeye.Perform imediate actions on

Redeve.

43. Visual Comunications

Communicate Using Visual Sig-nal Techniques.

44. Fire Safety

Extinguish a fire in a Tank.

45. Enemy Mines

Locate Mines with a MineDetector.

Remove Mines with a Grapnelor Rape.

Detect enemy mines.

46. Fire Support

Call for Supporting Fires.

I'Adjust Supporting Fire.

A66

wo

Hour s Per iodsper ,per

per iod year

47. First Aid

Apply the, four life-savingmeasures (clear the air-passages,stop the bleeding, treat for shock,protect the wound).

Apply first-aid measures forburns.

Remove a victim for an electricalsource and apply first-aid for electric-al shock.

Apply artificial resuscitation to achemical-agent casualty.

Apply preventive and first-aidmeasures for carbon monoxide poisioning.

Practice proper personal hygieneprocedures.

Apply preventive measures to reduceclimatic injuries.

Administer artifical respiration(mouth-to-mouth) .

48. Hbstile Aircraft

Ehgage hostile aircraft withindividual weapon.

49. Ehemy Vulnerabilities

Recognize vulnerabilitiesof enemy armor to individual (MI6Aland M203) and crew-served (M60) wea-pons.

50. Aircraft Identification

Identify Combat Aircraft

51. Security

Resist enemy interrogation,indoctrination, and exploitationif you are captured.

Safeguard classifed information.

A467'Z.

*q - *J~~ . .. -'..--..!~pE .&.:K-:-\-.:

Hour s Per ioabper per

per iod year

52. CEOI

Use a Communications-ElectronicsOperating Instructions (CE) extractdetermine call signs, frequencies,and item number identifiers.

Authenticate transmissionsand encryot/decrypt numbers andgrid zone letters using the Kal61 with KTC 1400 numerical code.

Encode and decode messagesusing a tactical operations code,KTC-600.

53. Vehicle Training - 1/4 ton

Self-recover a 1/4-tonSeries Vehicle.

Ford a Water Obstacle with a1/4-ton Series Vehicle.

54. Vehicle Training - M1I3A1

Self-recover a High-CenteredMII3AI Vehicle.

Operate an M113AI Vehicle inwater.

Extinguish a fire in a TrackVehicle.

55. Map Reading

Identify terrain features(natural and manmade) on the map.

Determine the grid coordinatesof a point on a military map usingthe military grid reference system.

Determine the elevation of apoint on the ground using a map.

Measure a ground distance ona map.

Convert a magnetic azimuth toa grid azimuth (or a grid azimuth toa magnetic azimuth).

Determine a grid azimuth betweentwo given points on a map.

Estimate range.

A68

,_ ..

.. . w , : . " i ' """ ,i',a -'' , ,'- -" " .' ,.%' ' ,-,',-"L I%'

,3 ,-.L'r. . %: ,,,-., .. %. %

Hours Pe riodsper per

period year

56. FOFWMRD OBSERVER PRXCEDURES

Call for/adjust indirect fire(using grid coordinate method oftarget location and bracketingmethod adjustment).

Call for/adjust indirect fireusing the creeping method of adjust-ment.

57. Range Firing - Mortar - Mounted

Engage target using fire withoutFDC. (81MM MDRAR-MOUTIED and 4.2 MORTAR-MOUNTED)

58. Firing - Claymore

Fire a Clayore mine.

59. Night Firing - M16AI

Mount/dismount AN/PVS-2 on anM16A1 rifle.

Zero AN/PVS-2 when mounted onan M16AI rifle.

Engage a target with a rifleusing AN/PVS-2.

60. Day Firing - Ml6AI

Zero an M16AI rifle.Engage targets with an Ml6A1 rifle.

61. Firing - LAW

Prepare an M72A2 LAW for firing;restore M72A2 LAW to carrying configu-ration.

Engage targets with an M72A2 LAW -

apply immediate action to correct amalfunction on an M72A2 LAW.

A69

Ebur s Per iod sper per

per iod yea.

62. Hand Grenades

Maintain hand grenades.gr Engage enemy targets with handgrenades.

63. Firing - Grenade Launcher

Maintain an M203 grenade launcherand ammunition.

Toad, unload, and clear an M203grenade launcer.

Zero an M203 grenade launcher.Egage targets with an M203 grenade

launcher and apply immediate action toreduce stoppage.

64. Night Firing - M60

Mount/dismount an AN/PVS-2(Starlight scope) on an M60 machine-gun.

Zero an AN/PVS-2 (Starlightscope) to an M60 Machinegun.

Zero an M60 machinegun.

65. Demolition Training

Emplace a Demolition Charge.

66. Firing - .45 caliber pistol

Engage targets with a caliber-" .45 pistol.

- 67. Firing - Caliber .50 machinegun

Engage targets with a caliber .50machinegun.

-41 Target/confirm targeting on a cal-0iber .50 machinegun.

'A..7

?' ATO"a

:-70

.4

FtHur s Per iodsper per

period year

.. 68. Night Firing - Caliber .50 machine-gun.

Mount/dismount AN/TVS-2 sight oncaliber .50 machinegun.

Boresight AN/TVS-2 to caliber .50machinegun. Engage a target with a Cal.50 Machinegun Using AN/TVS-2 NightOvservation Device (NOD).

69. Firing - Mortar - Dismounted-w

F, Engage target using fire withoutSFDC. (81 MM MORTAR/ and 4.2 MORTARQ DISMOUNTE) .

70. Firing - TOW

Engage targets with TOW

71. Firing - 106-nn RCLR.

Engage targets with the 106-nunRCLR.

72. Firing - Dragon

Engage targets and performmisfire procedrues with the Dragon.

73. Firing - M3A1 Submachinegun

Engage Targets and ApplyImmediate Action to an M3AI Sub-machinegun.

A71

.-- ,-.-.

• .. .

"U

A

(Blank)A

'U'

.4

A

'~'~6

4

U'.4'.Am'..'

It.

.4,IA

4

'4. A72I

.1/

.1/

A".

p * 2.&i.~.Z..&Z.. 2.~... i-iL.

MPS-78-18

VIII

ADDITIONAL CONDITIONS

1. It is reasonable to assume tnat less experienced tra-nerswill be able to get less overlap training benefit from a givenperiod of instruction than more experienced trii-rs. As anexample, an E-6 squad leader can be expected to do a better jobof improving his squads's ability to prepare afensive positionswhile participating in a company level defense problem than anE-5 squad leader because he, the E-6, is a more experiencedleader and trainer. On a percentage basis, how much less effec-tive is the leader/trainer who is one grade below the gradeauthorized by TO&E? __%

2. The time required to refresh or regain proficiency (train-ing time) is influenced by the length of time since the taskin question was last performed. If the desired interval be-tween training is one month and two months have elapsed sincethe last time the task was performed, the time required to re-gain proficiency will increase by what percentage? %

3. For different weapons systems there are different numbersof personnel changes within the crew which can be acceptedbefore it is necessary to conduct training to rebuild the team.

a. Among crew members (not leaders/vehicle commanders) howmany personnel changes can occur before crew retraining isrequired: (example: can you lose a loader on a zank and nothave to retrain the crew immediately to maintain fully combatready (95%) status?

Tan k

TOW

RIFLE SQUAD

MORTAR

RIFLE PLATOON

A73

%4 ,% ,%' ' , '. 's% *. . , . " ,-", "j. .', . . ... .

5%5%

b1. Must retraining be conducted to maintain a fully c- ,-at

readiy (95%) proficiency if the crew leader --hanges?

YES YES- UN NOLESS CREWIS HIGHLYrRAINED

Tank:* Mortar:

Rifle Squad:Rifle Platoon:

4. It probably takes longer to learn a skill for the firsttime than it does to recover proficiency on a skill which wasmastered at some time in the past. (Time to train vs time toretrain) . Is time to train .05X, lX, 1.5X, 2X longer (or any

* number) than time to retrain? _ Enter your response.

5. In a unit where some, but not all of the personnel havenever previously mastered the task, how would you scheduletraining for that task? Circle letter for best solution -Choose only one.

a. Two separate periods of formal training-one for initialtraining and one for retraining.

b. One formal period oriented to those who need retrainng. with self-paced/off duty instructions for the initial learners.

c. One formal period oriented to those who need initialtraining--with those who need retraining being released forother activity early.

d. One formal period oriented toward those who needinitial training - all members attend and participate in theentire training period.

e. Two formal training periods: Period one oriented toand attended by initial learners only. Period two orientedtoward all members and attended by the entire unit.

A74

rV

..

6. Assume that you have defined the training progra- :-:to maintain fully combat ready proficiency in Soldier's M .tasks and ARTEP missions You find that resource c r r az '-other requirements will not permit you to conaict r.e f '" -gram. Rank order tne following candidates for red:c1na t-:scope of the program. A rating of 1 indicates the first rdecrement, 5 is the last and least acceptable course of -rucr.

a. Reduce repetitions of SM t3sks.

b. Eliminate less critical SM tasks.

& c. Reduce repetitions of all ARTEP mis'o: ever.

______ d. Reduce repetitions of ARTEP missions witn tnreductions being applied from less :riticaltasks to more critical tasks.

e. Eliminate less critical ARTEP missons co ileelv

7. If the majority of your nit El-E4 were mental cateq :rv IV,i.e., AFQT score of 30 or below by what percentage would you naveto increase the frequency of training to maintain a f 7ll' cobrratready proficiency level over the frequency required if tne ma-jority of the unit El-E4 were mental category III or higr.er?

8. Under the same conditions by what percentage shcld xincrease the time to train the average task or mission?

-

'.9.

3

I.

0%

~A.

JOOp.

S..

6

'S..

S.- Blank)*0~

'p.

0I*JOJOJO

*1I

JOJO

0%**~

* 0*

*0

0%~

0%JO.

do.JO.'p

S.

S..Op

0~ A 76

6"p.

I'

JO' ~ V-~*t'.'".. 0~~

MSP-78-18

Ix

GUNNERY PROGRAMS

How frequently a year should the line fire gunnery trainingprograms be conducted by the type units indicated to achieve thevarious levels of proficiency.

Level or Proficiency

___Fully Combat Marginally

Combat Ready CombatType Unit Ready (85%) Ready

(95%) (70%)

Tank Co

Antitank Platoon

81mm Mortar Platoon

107mm Mortar Platoon

Scout Platoon

REDEYE Platoon

A77

*[.j~ ,v- - - . . -

(B lank)

-d.-

M4

3A78 ,- X

ANNEX 2

MAGNITUDE ESTIMATION-SCALING

The Magnitude Estimation Scaling Procedure*

Subjective, qualitative judgments can be summxarized in many ways.

The typical polling procedure simply requires some form of a yes-no res-

ponse to an issue. The results are presented in terms of the percent of

a group that agrees or disagrees with an issue. When the percentage is

high a consensus is indicated and an intensity of feeling is implied, but

in reality the actual degree of the intensity is unknown.

It is also commnon to have items ranked in order of some quality such

as attractiveness, goodness, importance, and so on. An average rank of

an item can then be shown as well as the rank order correlation among dif-

ferent sets. But the size of the intervals between ranks and the inten-

sity of the feeling expressed are unknown.

A refinement of these polling/rating procedures is to provide the

respondent with a spectrum of response categories that represents a range

from "never" to "always", or some other set of descriptors. The number

of intermediate categories between the extremes (e.g., "never" and "always")

varies, commonly runs from five to seven, but may be larger. The intent

usually is to provide a series of equally spaced response categories.

There are two major shortcomings to such a procedure. First, the

usual treatment of the ensuing data implicitly assumes equal interval-; when

*Taken from "Agricultural Aviation User Requirement Priorities,"£ The Actuarial Research Corporation, Falls Church, V:irgin.ia, NASA

Report 144215.

A79

in fact the categories simply have been assigned numbers from 1 to 5, or

1 to 7. In reality, however, the intervals are almost always unequal, and

to an unknown degree, with respect to intensity, amount, or other quality.

".-. It is incorrect to conclude that the first category is half the amount of

the second category or one-third of the third category, even though numbers

have been assigned to each interval. There can be a further compounding

due to the descriptors applied to the categories. Depending on the words

chosen to define each category, the distribution of responses can be

skewed one way or the other. Strictly speaking, it is improper to compute

arithmetic means and similar statistics since the intervals are not equal.

In practice, however, such calculations are rarely inhibited.

For several decades there has been an intensive effort to devise

*' judgment scales that have the attribute of additivity. Thurstone and

- -" Chave's early study of attitudes toward the church (Ref. Al) and subse-

quent work on "equal appearing intervals" was an elegant approach to the

phenomenon of proportionality that is inherent in human judgments, wherein

the variability of judgments is approximately proportional to the magnitude

of the stimulus (or reference object, or item).

The method of paired comparisons used to establish these intervals

'." is a tedious procedure for the rater when a large number of items is in-

volved. For example, with forty items, 780 comparisons are required. The

work of Stevens (Ref. A2) and others reflected a direct approach to the

problem of establishing scale intervals by requiring the subject to esti-

mate ratios of magnitudes with respect to a reference point.

A80

- ' t .t t + - A A J..P .5 -

Until quite recently this procedure of magnitude estimation has been

applied mainly to psychophysical phenomena. Gradually a body of studies

has accumulated in which the relationship between judgments of non-

physical events and objective indices of these events has been examined,

e.g., the preference for watches, odors, occupations; the importance

-i4

of monarchs; the degree of frustration and aggression in a military setting;

and the seriousness of delinquents' crimes (Refs. A3, A4, A5, A6, A7, and

A8). A decade ago it was noted that the magnitude estimation scaling that

was used in psychophysics showed a remarkable consistency in these other

applications and it was suggested that herein was a means to create a

metric, i.e., a scale that had the characteristic of additivity (A9). The

first major application of magnitude estimation to the scaling of qualita-

tive events occurred in the study of crimes (Ref. A8) noted above. Shortly

thereafter applications were made to the assessment of the seriousness of

insurgents' activities in Southeast Asia (Refs. A10, All) and the deterrnin-

Sation of how much credibility was placed on intelligence reports that had

,1 been previously graded according to source reliability and content truth-

fulness (Ref. A12).

The procedure in Magnitude Estimation is simple in concept. Each

item in a list is compared to a single reference item which is initially

assigned any non-zero positive number. If the item being appraised is

judged to have more or less of a given quality than the reference item,

this is noted by assigning a value that shows the magnitude of the jug-

ment in terms of multiples or fractions of the value assigned to th

A8 1

04

4.._

[ --. .

reference number. For example, if the reference item has been given a

value of fifteen (15) and the compared item is judged to be three times

ft.' more worthwhile (or serious, or desirable, or inhibitory, or whatever the

cnaracteristic at issue r~ay be) a value of 45 is noted. If it is judged

to be only half as worthwhile, a value of 15/2 or 7.5 is entered. Any

multiple or fractional value is permitted except zeros (since geometric

means are calculated using logorithms and zeros cannot be handled) or nega-

* tive numbers (since degrees of "absence of a quality" makes little sense).

In theory, the reference item can be assigned any value or each

respondent can assign his own value prior to making the judgments (Ref. A8).

/ Based on past applications of the procedure, the instructions are more

* .~ easily followed when a value of ten (10) is provided for each reference

number. Unless there is a specific reason to use a single reference item

(such as a known or conventional standard) each item is randomly used as a

reference among the judges. To compensate for position, or order effects

on the compared items, each respondent is given a different, randomly

ordered list of items.

It has been traditional to prepare test booklets that present only

one item on a page and to instruct each subject not to refer back to scores

* assigned to prior it~ars. The cost of preparing such booklets is quite

* .~ high and varicus alternative procedures have been tried to reduce the

costs (if printing and assembling the booklets. Computer-generated anid

%I4

printed booklets with random orders and multiple items per page have been

used with little loss of fidelity. Some subjects have reported difficulty

A82

I.'A

in handling fractional values where the teference item was considerea to

have the highest value. A practical compromise is to provide a minimur

of 3 or 4 item orders and a designation of 4-8 reference items which can

be expected to fall within the extreme weights. This designation requires

preliminary information from a pre-test of similar or, better, identical

items.

The use of booklets with one item per page to decrease the likelihood

of referring back to earlier judgments is practical only when the test group,

is small enough so that the test administrator can adequately monitor the

procedures. In the case of mailed responses, the experimenter will not

know if any backreferencing has taken place and it is thus more expedient

to display the items in a continuous list.

The subjects should be instructed about the context (the setting, the

conditions, or the scenario) in which the judgments are to be made. In

effect, this establishes a frame of reference for the respondent.

The Magnitude Estimation Scaling Procedure (MAG ES) has several dis-

tinct advantages. The technique allows each respondent to make judgments

without a restriction on the range of values applied to each item. The

scores are expressions of the magnitude of the relative quality or inten-

sity at issue. In addition the resulting weights (geometric means) are

additive, a characteristic that provides the opportunity to relate highly

dissimilar items (the classic "apple" and "orange" dilemma) quantitatively

in terms of magnitude so that they can be compared on a common scalc.

A83

References

Al. L.L. Thurstone and E.J. Chave, The Measurement of Attitude, Univer-

sity of Chicago Press, Chicago, Ill., 1929.

A2. S.S. Stevens, "A Scale for the Measurement of a Psychological Magni-

tude, Loudness", Psych. Rev., 43, 405-16, 1936.

A3. T. Indow, "An Example of Motivation Research Applied to Product* ~.Design", in Japanese, Chosa to Gijutsu, No. 102, 45-60, 1961 (Cited

in Stevens, Ref. A9).

A4. T. Engen and D.H. McBurney, "Magnitude and Category Scales of thePleasantness of Odors", Journal of Experimental Psychology, 68,

435-440, 1964.

A5. 3.I. Perloe, "The Relation Between Category, Rating and Magnitude

Estimation Judgments of Occupational Prestige", Am. J. Psychol.,76, 395-403, 1963.

A6. G. Ekman and T. Kunnapos, "A Further Study of Direct and IndirectScaling Methods", Scand. J. Psychol., 4, 77-80, 1963.

A7. R.h. Hamblin, D.A. Bridger, R.C. Day and W.h. Yancy, "The Interference-- Aggression Law", Sociometry, 26, 190-216, 1963.

* AS. T. Sellin and M.E. Wolfgang, The Measurement of Delinquency, Wiley,New York, 1964, 423 pp.

A9. S.S. Stevens, "A Metric for the Social Concensus", Science, 151,No. 5110, 4 Feb. 1966, pp. 530-41.

A1O. T. Wasilewski, A. Gualtierri, R.L. Kaplan and T. Meeland, "Scenario

of Advanced Phase I Insurgency in Thailand" (U), Stanford ResearchInstitute, Menlo Park, Ca. 94025, 1968. Secret.

All. R.L. Kaplan and T. Meeland, "Application of Magnitude-Estimation

Scaling Weights to Reports of Insurgent-Inspired Incidents" (U),Stanford Research Institute, Menlo Park, Ca. 94025, 1967. Confidential.

A12. T. Meeland and R.F. Rhyne, "A Confidence Scale for IntelligenceReports: An Application of Magnitude Estimation Scaling", TechnicalNote RSSC-TN 4923-31, Stanford Research Institute, Menlo Park, Ca.94025, June 1967, 28 pp.

A84

% U-

MAGNITUDE-ESTIMATION SCALING,

A BRIEF DESCRIPTION*

I. PROBLEM

Decision-makers in all walks of life are continually called upon to

provide direction and guidance relative to programs or activities for wnich

there is no precedence or rational substantiation. By virtue of the atten-

dant unknowns, quantitative assessments of all salient factors is all but

impossible.

The decision-maker's ultimate resolution in these circumstances,

therefore, is largely a product of experience and a qualitative, highly

subjective assessment on the part of the supporting staff as well as the

executive. Unfortunately, such processes are prone either to inaccurate

interpretation of existing facts or to the inadvertent introduction of

personal bias. While subjectivity and disciplined intuition can produce

positive results, the lack of inherent structure in the reasoning process

can lead all too often to inappropriate conclusions resulting in the

selection of less than desirable courses of action.

An alternative evaluation procedure often utilized in the absence

of quantified analysis is the convening of a panel of experts or recog-

nized authorities on the subject. Although a useful device for identify-

ing problem areas as well as some possible solutions thereto, the ensuing

* Presented to the 44th National Meeting of the Operations Research

Society of America, San Diego, Calif., 1973, by Robert L. Kaplan.

A85

"- <.' " -.

discussions frequently degenerate into unproductive, costly, and time-

consuming debate. Further, such debates can be influenced significantly

* by dominant personalities who may be inaccurate or strongly biased in

their assessments. The net results, therefore, are seldom satisfactory

and any agreements relative to solutions normally can only be achieved

with considerable acrimony or by hopeless resignation by all participants.

Another factor normally inhibiting quantitative assessment is the

usual nonhomogenous or dissimilar nature of the factors involved. Although

peop~le tend to combine "apples" and "oranges" by some form of mental or

* numerical exercise, the derived results usually violate mathematical law.

The net results, therefore, are unable to withstand rigorous examination

and, hence, cannot be justified logically.

manifestations of these problems have long been acknowledged. Staffs,

analysts, and executives have recognized the requirement for a more ob-

jective, orderly means of obtaining reliable, defensible measurements for

those subjects defying direct quantification. Although a number of tech-

niques and approaches have been used or are being used, most prove unsatis-

factory and unreliable in general usage, the reason being the lack of

fundamental mathematical logic in the methodology.

II. MAGN ITUJDE-ESTI MAT ION SCALLING

A. General Description

A unique methodology, Magnitude-Estimation Scaling (MIACES),7.

offers aiA effective, logical solution to the aforementioned difficulties

A86

p.%

associated with such widely diverse problems as establishin:q prcrltx,

allocating research resources, assessing 1rogram benefits, or m, awo ix1,,

social impact.S.

MAGES is a technique whereby a large numbder of reoon_,.zei

authorities (that is, personnel well versed in th. partic:ular sul,-er_-

under examination) are solicited to reflect their individual jrcz< tIr :

as to the relative importance of various key factors tertairiiro .t

subject. A specially devised and administered questionnair. is usic d t,

4 record the perceptions. The responses are thern mathematically acq§tt:d

by geometric means to provide:

1. An overall rank-ordering of elements, and

2. A series of weighting factors indicative of the rela-

tive emphasis to be assigned to each rank-ordered item.

The technique is extremely flexible insofar as subjects for

application are concerned. With respect to environmental research, for

example, MAGES could be used to:

1. Establish the relative degrees of "seriousness" for various

major problem areas or within a given problem arE.a, sub-

elements thereof, e.g., Major area: Environmental imp:ast;

sub-elements -- noise, air pollution, land use, urosirn,

sociological effects.

2, Identify regional or local problem areas and evaluatt tre

severity of conditions using results obtained ahov.

A87

3. Lstabich the relative degrees of "Importance" of competing

r medial mua sures.

4. As-, i:. f.:ir factors to evaluation criteria to bt u ed

iri ,-eff." iveness models, simulations, etc., for de-

turmlr1:4tnt .-" ,fectivity of these remedial measures and

,3r

1t , :J - r,,ed tnat '-AJES should only be used in those in-

stan>, ,r, -tr. sr. n* itv mea.-;ure s (such as may be derived from

.s.cal r siie:iti: -w r, unavailable.

' t2fz,,Lm~ ta[ -. iracteri-tic differentiates MAGES from most

* )thner .t iliii f-:.t a i i. cinl ques. MAZES is based up)'n a defensible

matma* -il ri.:" 1,_ -- r, 'atl scale. This feature provides the

-,. ecssent:al isi: , a :'2rmits a,:e :,_mninat ion of highly dissimilar sub]ects

3 n a :7 ',- . r, :-. . . ratio s,-ale provides the additive quali-

ties th.at ,, rit tine aaiutior and subtraction of weighting factors. The

caiabilit-y 1,prmits he comrining of groups of subjects, for example, the

evaluation of corroeting grounc of "packaged" remedial programs.

it is the almotut iversal use of "Category" scaling by other

groul res),',:3e methodoiogC.-s -such as the well-known "Delphi" method which

separatet thm from the uni4ue and more consistent MAGES approach.

Another characteristic of MA;ES is the manner in which group

response is combined. As mentioned earlier, the individual responses are

A88

6

%: : -, -%vv"., -:--.---,: . .. ".-" .--° ' . " .. . , ;. ' .." :

computed using the geometric mean. This technitit2 provides trem,..

th xdamping power, the n root rather than the aritnmttl: mean -, r. . --

numner of respondents. Extreme responses from the rv>rly b~a~>J ,r

sibly aberrant respondent, although included in th-+ ccmjiutatlc:I, ar t:.,

tempered. Furthermore, since the responses are written, polemic:,

lengthy unproductive debate are avoided.

C. Respondents

The success of MAGES is to a large extent dependent up<:. th 0

*qualifications and unbiased selection of the respondents or experts.

By unbiased selection we mean it is desirable that all sidus of the arqu-

ment be polled. Normally, selection is made after the subject matter has

been described in terms of its salient issues. Recognized authorities

well versed on the particular subject from academia, Government agencies,

research institutions, private enterprise, and consulting firms would he

identified and asked to participate. It is highly desirable that some

degree of parity in the numbers of diverse respondents be achievud, however,

to prevent inadvertent bias.

The number of respondents should never be less than 25, with

at least 50 being highly desirable. Depending upon the cor. lexlt.' of th;e

subject and questionnaire, each respondent should spend no ror> to.n 3-

to 60 minutes completing his questionnaire.

The polling of experts may be conducted -r. an in-i4avi a.:'z:.

or at technical meetings, conventon,, and imi lar gatn' ri.

latter has been found to 1, t . • ..' ., *> , -.

% %

Ii.1' ,,' ' 4 .,.,' .,,, -.,' -.,. .. - ,,' """ "," '"" " " , ' " " •" " "" - .' " '"" . " , " ' . " - + i

The most critic, eleme.t i:n the application of '-iA6ES is tne

' [rears::on of the uesticnnaire used in polling the experts. The ques-

t ic:.n-Airu in uffllt is the s'yrth sis of the problem being addressed and

muist _-e compied wit;, utmost attention to cbjectivity to preserve the

matnematical logic of the methodology and prevent consistency.

The qLuet:oinnaire is formed by conducting a comprehensive analy-

* sis of the problem under consideration. The objective is to establi ,h tne

scc, e of the prcLlem and its systems boundaries, as well as identify the

salient factors and parameters. All relevant information and data, in-

cluding oppcsing points of view are used as source material if necessary.

The level of detail must correspond to the desired depth and focus of th'

stated problem.

Objectivity in the questionnaire is preserved by eliminating

*" any item that would unduly bias the respondent. For example, in establ.sh-

ing the priorities for research programs, the estimated costs should b(

omitted. The format of the questionnaire itself reflects the "rat'" prln-

cinle and the method of execution enhances objectivity of the response.

I II. S P:.tLMAY

.:AJ-ES offers a positive solution to a number of difficult problem

areas such as the establishment of priorities for research programs. It

nas the a bility to focus the most knowledgeable minds on a subject without

A90

f. "" V ', "" -" " """< .- . . ,' ''= ." .' ". .'. ".-" . ' ; -. , ., . - . - . r i

incurring the burden of unproductive debate. The outjp-ut is ma*nht-:matically

defensible and relatively free from untenable extremes.

The basic methodology has evolved from psychological testing tecli-

niques and has been used in the past to describe the seriousness of urban

crime (Ref. 1) and insurgency in Thailand (Refs. 2, 3, and- 4). tn tech

ni-que also was used to establish a priority ran~king arci relatav empnalsi;

scale for proposed Criminal Justice Programs (Ref. 5). T reutn.

obtained in these experimental appjlications were hi.ily ccrnvii.c ing,

defensible, and consistent.

We believe that the methodology is an extremely uow~rfa.l !ati

tool and that sufficient promise has been show'n to warrant fur'ner T -

search and more utilitarian applications

1. Sellin, T. and Wolfgang, M.E. , "Txe>ea.ct f-.::vWiley, New York, 13J64.

2. Kai-lan, R.L. , and Meeland, T. , "Vthe aeccne~ nd A~1a>~of Magnitude-Estimating Staling to CI nrcidunt L~tCIRAbhProceedings of 1961 Meeting, (ii), Confidential.

3. Kaplan, R.L., Meeland, T., et al, A1 prdice a B, S-c.TLr

of Advanced Phase I Insurgency in Thailsa, (711

Institute, 1968, Secret.

4. Kaplan, R.L., and Meeland, T., Ajia fa t~~

Scaling Weights to Reports cfInrgr-I _____

S~tanf ord Research Institute-, 1~i 1-crf i

5. Kaplan, R. L. , T he Appl icat.: of r w f~~__

to the Establishment of Priorititu- o.r -rimin- ict aFo~rge Aerosp~ace Report 72-1, 1,J72

M 91

B IBLIOGRAPHY

1. Stevens, S.S., "A Scale for the Measurement of a PsychologicalMagnitude, Loudness," Psychol. Rev., 43, 405-16 (1936).

2. Perloe, S.I., "The Relation Between Category-rating andMagnitude-Estimating Judgments of Occupational Prestige,"

*Am. J. Psyho., 76, 395-403 (1963).

3. Elkman, G. and Kunnapos, "A Further Study of Direct and IndirectScaling Methods," Scand. J. Psychol., 4, 77-80, (1963).

4. Engen, T. and McBurney, D.H., "Magnitude and Category Scalesof the Pleasantness of Odors," J. Exptl. Psychol., 68, 435-440

4 (1964).

0

'.

V t

S.%

s~.

J

Na

44

4 .4

4

APPENDIX B

N

GROUP COMPARISONS

.4.

N

4.-

V

S

4.-4-

N

~1- %.% ~ ~ ~ .*.*.........~ .. U

A

%.0

I. INTRODUCTION

Five sub-groups of respondents are represented in the Qualified

Pool. The sub-groups are composed of elements from:

. 3rC' Xrmored Division - Europe

* Ih i4ech. Infantry Division - CONUS

. U.S. Army War College

U.S. Army Command and General Staff College

* U.S. Army Sergeant Majors Academy

Seldom do individuals, let alone groups, perceive issues in the

same context or frame of reference. Varying background, experience

-levels, personal biases, etc., more often contribute to disparate

viewpoints. Sometimes the positions taken are extreme, even aberrant.

Other times very valid reasons for differing are offered.

While the Battalion Training Model (BTM) Survey does not address

individual concerns, the perceptions of the sub-groups are of con-

siderable interest. The ability to separate the different viewpoints

can give insight into the consistency and/or the deficiencies of

various aspects of training doctrine, objections and philosophy.

For this reason the sub-groups were examined separately in juxta-

position to identify salient differences in perception of training

issues. This Appendix examines some of these comparisons.

Bp

m,%

- S 4 . :~ -r'v rr -W'r - -. 1mw "rt---1r

'4

SII. COMPARISON OF THE RESPONDENT GROUP WEIGHTS

A. Correlations among the Group Weights

The rank order correlations of the weights for the col-

*lective tasks among the five respondent groups are generally

high (see Table B-l), indicating little divergence in the

ordering of the task weights from group to group. Table B-i

also shows the low correlations with item order, indicating

chat the randomization of the item presentation order had the

desired effect. Since the Bn CO and AWC combined group would

necessarily have spurious correlations with the 3rd and 4th

1/Divisions and AWC, the values are not shown.-

Pie correlations based on the ARTEP missions are similar

to those for the tasks except in the case of the SMA which was shown

in Section IV of the main body to have given higher weights to the

"offonsive" missions compared to the other sub-groups.

B. Displays of the Grolp Weights

The task and mission percentage of weights assigned by the

ru siondent groups are shown graphically in Figures B-I through

s-4- In each presentation the results based on the Qualified

9ool are shown as a point of reference. The rank order correla-

tions noted above can be observed, along with the emphases the

S: A placed on tasks 9 (Fire and Maneuver) 12 (Leader Tasks) and

L1/ Biases are introduced when members of one sub-group are includedin another, e.g., Bn COs.

" 2/ Relative Weights per se cannot be easily compared directly on the, ame scale when different items are used as normalizing points.icr this reason the scores are converted to percentage weights.

B2

* ". w " '...- , -. ' ,",. " ' -. "" , - -- ""- " -"-- - ;:::. :

TABLE

GROUP RANK ORDER CORRELATIONS OF WEIGHTS

Collective Item AWC &Tasks 4th 3rd C&GS SMA AWC Order Sri COs

* 4th

3rd .91*

C&GSC .86* .77*

SMA .72* .80* .73*

AWC .90* .82* .96* 75*

Item order .34 .33 .14 .16 .15

AWC + Bn COs - - .91* .72* - .24

ARTEP

Missions

4th

C&GSC .85* .89*

Ite ode -. 6 .0* -.054 30-9

AWC + Bn COs - - .84* .60** - .- 04

*p < .01

*p < .05

B3

*~~ > ~-

4) E-ON

04 >a

CLI -4

E- -4

-4

00

N O >.co

B4-4

Id-

-- 4 ,-- )

,-4

B44

• . , 2¢, 4 e2 2. . ,2.'.-.-'.,". ,' € ,:. .. , .-.. .- . •.- .. 4

41 -4

A0

-4

z Q)

E-4 I.

E-4 L-4

E-4 a)

U 1.0

-4

-4

qbv-4ao~-4

-B5

.4-.

* LA

~ -40 .> . -

C) )

-4 --4 V 4

0-4 4-)

o -4

)- 4 .- 4

E-4 0)

C)

0

SaD v~a

B6

o, li

II

444

,E4

.4.1

a) /

1--4

B -7

orN

,-4

I 5i -:

040... :: .-. ",. -'. '. ".; _- " / .. .. " . .', .'G ' 4"

4 (Craanic Mortar Use) and missions 10 (Defense) , 2 (Delay),

6 (Deliberate Attack) and 1 (Exploitation).

C. Differences in Collective Task Weights in the3rd and 4th Divisions

The weights given by field and company grade officers in

the two divisions were compared. The few items on which the

" .. officer grade groups for the Europe and CONUS divisions dif-

fered on the mean log scores assigned are shown in Table B-2.

Interpretation of the results is left to qualified military

operations and training personnel.

The 3rd and 4th Division weights given by personnel in dif-

ferent assignments were compared. The mean log scores that varied

significantly are shown in Table B-3. It is clear that the Bn

*, COs, Co COs and Cbt. Spt. Co. COs are not in disagreement on

- the criticality of the collective tasks. The Bn COs differ

only on Item 17, with the Europe respondents giving a high

weight to the use of special techniques for operating in a

hostile TAC air environment. The Europe Co. COs give more

N; weight to security and intelligence operations (Item 15) and

the Cbt Spt Co. COs give less weight to the use of organic

and small arms (Item 19) than their CONUS counterparts.

The S-3 and S-3 Staff respondents in Europe assigned

greater criticality to six tasks that are directly related to

B8

p • "%

IV

TABLE B-2

COMPARISON OF COLLECTIVE TASK WEIGHTS BY GRADE LEVEL

IN CONUS AND EUROPE DIVISIONS*

Collective 4th Div. 3rd Div. Field Grade Company GradeTask Field v Company Field v Company 4th v 3rd 4th v 3rd

4

15

17<

18

20

%'p

* Entries show mean log differences beyond 5% level of confi-

dence for the t's. The open end of the symbol indicates"': group with the higher mean.

B9.

TABLE B-3

C& MPAJUlS(l* OF COLLECTIVE TASK WEIGHTS BY ASSIGNME2T

IN CONUS AND EUROPE DIVISIONS

Dlective Bni CO S-3 Co. CO Cht Spt Co CO[Ta sk 4th v3rd 4th v 3rd 4th v 3rd 4th v 3rd

15517 5

* ')ert~ries shcvq. imean 1c-a diffprence-s be-vnnd 5% level of of con-

fiOcrice f-r the t'7. T71,oer end of th- -,'-bol inril>-tes grou;;wi!IL the liio!er ip, .n

*J

..0B 1

S.~ %<-S S

active fighting: Cover and Concealment (Item 2), Use of Organic

Mortars (Item 4), Fire and Maneuver (Item 9), Preparation of

Battle Positions (Item 10), Use of Fighting Vehicles (Item 13)

and Employing Non-Organic Combat Support Assets (Item 20).

-5<l

.

a.- .

tI

o 811

@4

III. J4MiARISONS 3F TRAINING TIMES AND FREQUENCIES

1Three separate groupings of the respondents were examined with

ueet to possible differences in the training times and frequen-

ties that were assigned to the collective tasks, ARTEP missions and

Sollier's Manual tasks.

A. Europe v CONUS

The Europe group was augmented with seven respondents from

A,_ who used the "European assumptions" when completing the time

and frequency sets. The significant differences, based on t-tests,

are shown in Table B-4. For these items, the Europe estimates

reflect a lower frequency in training periods required and for

he ARTEP missions and Soldier's Manual tasks, a higher number

c of hours per training period.

B. Armor v Mech. Infantry in the 3rd and 4th Divisions

The Armor and Infantry respondents in the 4th Division with

respect to required training times and frequencies report only

three items where differences occurred. (See Table B-5.) Sim-

ilarly, the 3rd Division Armor v Infantry respcnses are shown in

Table B-5. In this last instance, the Armor respondents show

a shorter training period requirement for three missions and

five Soldier's Manual tasks.

I-A

K. BI

S.

-- %2

,,,.5 .. . . , . . . . . .

. . ...S ,:: , ,. , . ... ] : - - - . , . .. - . .. . . . . . •

TABLE B-4

SIGNIFICANT DIFFERENCES* FOR TRAINING HOURS AND FREQUENCYEUROPE v CONUS

Collective Bn Level Co Level Plt Level Sqd LevelTask Hours Freg. Hours Freq. Hours Freq. Hours Freg.

I <2

11 <13 <

15 <18

19

ARTEPMission

14 >7

1012 <13 >14 >

SoldierManual

Task

4 <6

9 <10 <

19 <23 >

26 >29 >34 < p .0538 < > EUROPE is higher39 > < USA is hiqher43 >

4751 >

52 <

53 >

55 > <

57 >

5960 >

6164 <

66 <

67

B13

* . % * ~ - .X-

TABLE B-5

SIGNIFICANT DIFFERENCES* FOR TRAINING HOURS AND FREQUENCY

ARMOR v MECH. INFANTRY

Sub- Basis of Bn Level Co Level Plt Level Sqd Level

Group Comparison Hours Freq. Hours Freq. Hours Freq. Hours Freq.

CONUS Collective

Task

10 <

17

SoldiersManualTask

13

EUROPE Collective

Task

9 <

10 <

ARTEPMission

2 <

4 <

6 <

Soldiers'

Manual

Task

4 <

6 <

13 <

36 < <

37 < <

p 05Afmor is higher

Mech. Infantry is higher

814

I.

.J %.*- -. . . -. 72 - * - ' A- 2.-

C. SMA v All Others

Among the Soldier's Manual Tasks wherein the SMA differt:d

from all other respondents, fifteen of the items concerned

weapon firing. In each case the SMA required more hours and

fewer periods. (See Table B-6.)

B15

.:°

.1

TABLE B-6

SA:'3IFICANT DIFFERENCES* FOR SOLDIERS' MANUAL TASKS

* TRAINING HOURS AND FREQUENCY

SMA v ALL OTHERS

Soldiers'MIanual Task Hours Freg.

10 <

14 <

50 <

,Vo.' 57 >

58 >

59 >

60 > <

61

62

63 <

64 > <

66 >

67

68 >

69 >

73 >

* p = .05

*'- > SMA is higher

< ALL OTHERS is higher

816

.°

I - .o.- -. . . . . . . . . . ... . .-, . -. , , , .

IV. COMPARISON OF ARMOR AND INFANTRY RESPONDENTS' REQUIREMIENTS-FOR MAINTENANCE

A comparison of the responses of the Armor Branch and Infantry

Branch with respect to maintenance issues is displayed in Table B-7.

The Armor Branch respondents report more time is required for main-

tenance of weapons, equipment, and vehicles than do the Infantry

Branch respondents. Essentially there is no significant difference

in the hours of maintenance training required.

TABLE B-7. MAINTENANCE ACTIVITIES

Hours per Week Required,

Armor vs. Infantry

Maintenance Activity Mean Time t-Value 2-Tai(hours per week) Probability

Armor Infantry

Maintenance of wea-pons, equipment,

and vehicles 14.9405 11.2740 5.02 .003

Maintenance train-

ing 3.4667 3.0606 1.52 .129

B17

" " ' ' " ' ' ' " " - . , . . ., . . . '- . ,. . '. -. '. .' ' . . - $ , .. - . . .,'. '. - , .% . . - . - . - . .' , - . .' . - . . / - .'%

S..

S%-

4'-4-.

44_%d

FINAL REPORT

-. 4

BATTALION TRAINING MODEL SURVEY

VOLUME II

* Prepared for the

U.S. Army Training StudyU.S. Army Training and Doctrine Command

Ft. Belvoir, Virginia.,

4-:%

by

Robert L. Kaplan

Tor Meeland, Ph.D. Joan E. Peterson

July 1978

Actuarial Research Corporation

900 South Washington Street

Falls Church, Virginia

_-.

"%"

92

VOLUTME I I

TABLE OF CONTENTS

Page

4FUsers' GuideI

-,Tables of Required Training Hours and Frequencies 3

5:Survey Set VII Descriptions of Soldier Manual Tasks 129

Cross Reference Key: Battle Drill to Soldier Manual Task 141

Cross Reference Key: Soldier Manual Task to Battle Drill 142

USERS' GUIDE TO

TABLES OF REQUIRED TRAINING HOURS AND FRL4JENCIES

The tables in this volume show the mean training, hours and frequen-

cies required to achieve different levels of combat proficiency. The .95

confidence interval is indicated by the HIGH and LOW entries in the tables.

The tables are arranged as follows:

Table I - Collective Tasks (pages 3 to 29)

Table II - ARTEP Missions (pages 30 to 43)

Table III - Soldier's Manual Tasks (pages 45 to 128)

Each table consists of seven parts (A-G) corresponding to the differ-

ent sets of factors (assumptions) used. A summary of these factors and

the pages on which the tables can be found are as follows:

Factors Applied

Combat Not Present Trainer Change in Page "umber forTabre Proficiency to for Grade Duty Table:Pr Be Achieved Training Substitution Position, I II lIT

A 95% 25% 15% 35% 3 30 45

B 95% 15% 15% 35% 7 32 57

C 95% 60% 15% 35% 11 34 64

- 95% 25% 15% 20% 15 36 81

E 95% 25% 15% 10% 19 38 93

F 95% 25% 25% 35% 23 40 105

G 95% 25% 40% 35% 27 42 117

Following Table III, a descriptive summary of the Scdier'; Manual

Tasks is included showing the specific details of the tasks and t,c.z

classification according to the Battle Drills defined L", t:.t2 Ai'TS 4ro;.-

(See pages 129 to 142.)

I b

" p .' . -, / 1 '- " '. " " . -' -" ..'- ' ;' '- . "' .- ',, • "." -- -. -. -.-.

The base conditio (represen.d in T1-sIA, IIA, and IIIA) is

a ccmiposite of the ELIF,2Pl and C3N',S assumpnitions thiat were provided

t3 thle resi ondents wshun theoc c ompieted the sr'y.Df the 176 per-

sons in th ual-ied Fool, 56 used the EW assumitions 49) from

2.. 3rd Livis;ton and 7 Arm 1-1~ees-c t o ad's on

a Loroposo:- tour) . hoCJNtJS ass umj tic ns .ere iceluced to re-

.. flect the proportion of -E- iondents ;"hc used h El? assum;ticns.

Aa 1pract~ical mnatter, thie final socfctksof theo do-somtlns

@1 f~r tne base co:nit io n were roondtd to theners 5. as shocwn above.

- *ne ~ratio7-ieQ for th.e chan~e in.Ls uasrpioi ~cse in

I.L11

6 %.

.4- Z4

-'O 0 .. 5

ftC3 - OC SI% ~ c 5' 04N . P

* ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ r P ,A )A .44 *.4N ~ . ''L

* - 4, I

C4..- S , .r c i.S 11 L; 4., Dpn

Ir 4 -,

oV X

4r'.. o ~ 5.. ~

~ ~IU

7-U.0

0Z40 *S

-~ - -- -r-~rrr- ~----.~ -r 'w r-' r -'---c.----- - -rrr - - - "w- W rW r - - -~

St.

4..

.7

4.

,AC Ar a . . . . a a a a . . a a

.,~.3 Cn4

4 O~' ~ fV~fle AA4s~A 4. 4P~*' 'C '' At 0 *

4. D C crAP ~.7-7 crc ArflA Cr-.-. 4. O~ .'C.C -. ~ -7

1 f'4~. - - - -- 4

4-.

- N-aP -S~t 4A@ I' in' raZAAIA Al' ~ A~

a a . a

~A 4 'C .3' ~ c9 .ra.r r --- .7-~-. 7 AD'- ~ -

N 47- rr'~~' ~ 4 Jar' 7tN~ A. -ar

- . . . 0 . . . 0 * . a a C - . - . -

~ C ''Na .2 'C.' .CAtC NJ 7-~ CN4

7. r.. 'p3,"' A 7 -

- A.- -~ -4 -4 -4 -4

-. 4

* .' -. , ~,p- .-.- L .7 L 1-4.1 otAtt C' SAN

A a-. *-4 . . 'a- I * .

- .-~ ~' -. - SC-' '-~' 4 74 Itt A'' -

~t .t'~ C:t AS~ ZA('4

AIr S

--

Al t V -, V - - - ~' ~ - a 2 r Al - - - -. -

* . - . - C - a . a 7

A -I -St S C - S

- -- 24-" itS'--4 1-f- *~*X~.-~ ~'4.. L'4LP VAX"'

- 'a *-rt --- 'a-' - -a-

- ~ I r " 'V ~- 4 - -' .4 .5- 5

- I - -4- --a-- A-- *-C - - '-.47-- --- A - --

- - -- 7: U - - ~ 7--~'- S 'Al 1 1 4' --

L ' -% A .~'C .7 A - -- ' -

a a a a aa- a * . * . . .- a

- - . - - - 7 - S *L~ -4 ~ ~, -Si- -4 *- S~-- -

At.

- Scm *~fl 5-4-A

V -

- - - -..-.4~. .-. r, -~ -. 7 -I- - -

S . . - S

- A Ia- t-. 5 ~ *' * ?tf "a- 7'. 57--' 7~

4 -. *~S S-~ -

- -. 4- A-- '~ - *~-AaN I ~4Y - S 5-- 4 '- -

5-5'. -. ~4 AN~~-4 -f--> - L 7L -- ~A -.

4 5 -- a -at C 7117 751'~ ~ 74 - I!

- - -. A- *1 -< ~ '~ -,

a I £ 1 1 1 1 1 1 2 - -

7 5--- - - -

- - -- C

A -~ -- A - -

- - A A --K I - 1 7 7 S

*.1-

-- C-

6F,

-- 'V

.4 -- - -- . . -

'~4~ -- S * S.-a--'----.. - - - - . - - - .-

-. -a.................... aaA~IL&..At..-SA..'M~ - - -- . - -- V A. -- A-

W- r -0 .. 4 4S

C'6 .. *

-0 W, a, v* .

'.10' -l e --

A ~3'A ~ N ~ t3

a~ ~ . 7

... C .. 0* 'J0,'' 0.0 g a.o *' -Pi , 4..O', 6-'L -..N"... .' -.. S,., . .. . -. .. ... -. .. .

4.,.0

I" - .-... . etzt . . . ... . . 0 * ' ;;7 ..

. . . : . . . •.,.. . . .... , ,;

• 0. . .t. .. ,,4. 77.47. . ... ... , . . . .. r~.... .

cc0

4= sm,,-4 . .!4. . . . .,-, U 4 I'.- U *1

oD.0

I- Sz

IL -i" S

.. ,.0. Z Z "} . ." . . . . . ..

-ec,.,

040

- 4. ... -r - r - 4 -,- w p . r . . . .. ,..

,, %

4.', ,,

I - •. -, • • - - . • o _

.. 2 . . .. . . .- .... t O . o 4• .+ . . .. . . ..' ~ -7 ... .

. . . C,- , - , 4 . . . . o • • • o

-4,.-.~~4~ . .- ,t 7. . . .... .trO... ....4N 0, - ..- ~ -. 4...-' -. *4';... . . . . .... . . ;4 ,.- . . . ..."-t4 4. 7.. ... .24. 4 .. - %r4 7 .

2 ''o-C , ) 7• • o' 0 '2 -, S ~ . .4 • , . 4 •4

27 '''.. 7.t' 4- 4- r .r c

41.4. 2S... 44>44,5 7' C P4 . 4 LS 44 . 7 4 .

. 2.. + I '

-.'." 2 '."'.*'7, . '.4 .. 44.W *' ' >. _ ' .[, .+ ... 2 ~ 4- c- .7. .4 I 212 ,.,. r- ,.. 4-

" " ' " C' P 1 -4.t P4' 124.< r.

L-,'- +-. * ", ,'.i 4.. S 4..7 44

.4,...,- . . 4 .4 . .-- 4, .- . .- -4 . 4- 4

--

* . 4 . 4 - 4 - 4 4 . 4 4 4n . 4 . .7 1 . I . l4 %. " . . .

; ; ; I ; 04.. . .. 68 M*D E ,M

D4 09

IC. ~ ~ ~ ~ ~ . L;S44. - *. p.

10 1 -4 1 k

LT

pa x X7*.* *

I~ *~1~~I p4~*~4.41

.4'.D., 0ca

.4CL

fl

W, MR v T W v ow v Tw-

"S

.4.-.'~ ~ 41 .4* .I ..4 4- .~j -~ .

2-.-. Sr Ers .1vt~

LL XxS~ 4F. 2P U ,O S L

-. - - - 1 -

C v

0c

*~~~~r c .c * .- - I 5 . I*'.4 - '. r-. -. 4

~ C S4.. .. 5 5. .7D

U.~ tRL. 4'. i~,~! P.ZJ - -. C 4L P~t .24

~ I-?'C UpULr. 1-LO 7.4I V~. C -

-4 4,.4 .44.4 -

0 L~~L 7 rC.

~ ~ 0

- - -' - -r--w-.-- ~ - ~ .rr -

04..

"2."

6(~

,~C ~ C~J (y -Jr 6

r L'45 .4fl .4.44'4 SOC j-414 N-.'N 4I(

I II A

2 -~S~ -S. 4 tP"4IS~ L S.-. ~. N,,.4

,p..,~ .44.4 666 666 666 **6 666 666 666

I> L £ r 60 Vt I'4 P.- 0 r ~ r-.CN r *rt~IP .4,43 I .~. ,

I 64

6 6 6 644' 6 6 6C 6t\J..66

4... 4.44-4.41 .4.6.6.4 ,.4 ~.~4~-4.p.-6--4 -.

2) < 54L.-6 6('Stt4N.. -44..LJ'J' It'C.-602. L4£LP '.4 C~'rs<-t *...~l ~ *** nC"'-4 t~44~'

C I ~o *.. 666 ' 666 666 I 666 666 I

AS'L' tfl&C cr2 a r'-'. '4-4>4a ~ C~- 44>060 rNc .t,14U' .0 tN. .9'f4

- -. 4(4 ..4 --. 4 I

~ .w~ ~-- C .- 7 .~.o 7 .. ~5.fl7 Nr.5. '4>...r.r, .. '.tt v -Zr *..., *..t.~ 666-i 66 6665 66..i *6 66

n.t.Z.. -t'S.-4; Ntt... .?0.4 (4> S4p.-4 2J6i~4 SOWI I

2 666 666 66~6 666 666. 666 666 6664. , 5 'ttJ~~ P6~2~P6i k. aL ~ 6~4~ .3 4.44>-

a Ci 54-6.. jP..('. -0e60 .Z.nP-.. 40.16.. .y.E eta

- . p

±2 66' 66 6~' 66644 6~ *C' 666t' 6 6.4 6-~a n'r- '.-o" .- ~'..- , r.n.rs Cr4

2 C6 ~4 .3 ~t±

C 44.6..4 .44'6..6 66.46 .... 4 .6..4..6 .4.4666.412

trioS Inj.-664 .- 441P4-6

t 6.,,.4. 6* 6*rJ *6 64>4 66 ~ 66 66~' 66 6.7~ *666~ 6666.'

.4 knOtt... -* SIC .4 r6..C"... -* 4-VP .4 4,4 Ob.4 5(45.4 0 (2-6

... r... , I I -w>i

6-- 14 Cr4

er.44 40.40 44.4>1st C4.' -.C. CiJ'O' £OC 016410 .~..p4 M4IJ , .4-..j.g ~j-n,5' ' a rC I0 I -

S ~ 2C~ >LE. ms~ ::~B £XiC. I

0 .- 400 'tOK .. 4Aj 'r-,,~ ~ .- 410P-tt r4>JNC r"u-6 6 6 - 6 6 6~ 6 6 6 '44' 66 6 6 644 66644

* .1 U44C6.... rwjC.4 (Sir-. Ar66~464~ .OP64In-6~ 14-4-61.4 00106.6 96.Zt.4

-: £712 zmrz rim oils I Z2TZ .ba~ ala,

.4CC C,2 cOW ' qOin qOC CCC )C ' 64CC

* r a ~-~t 144.46' I 4jJ~J~ ~' v z; r a aI I I

I a..T i i ~- a.

0 , C .12 (.64 9- - 2) 6-4 C OX

'44 I 7 - I 7I 6.. C Lit. -~

z ' ~-- .6 I~6 Cr P-..- o.1 .t I cr ~ P-s

.~. C so o 12 ~' I ,- 4. . 0>' C4- .4 . -. £2.4 r C CC Ca. . i-S Ti- 12 CCa ci , w I I.) Ic vi. .

= ... 44 64> 0 In 60a - 01,:- a - a £j C £2 C

46*.....r.- *q.'Zw-;.-;*; 6 -v~~*-~ ~ .;yZ>KVVV., V. ,>6ttV.6:-.~..i7-..Q..x-.

6.

-- o I

-:41

~~7P .. ,14

It*

.a 14N wfa ~ ~ ~ ~ ~ ~ t to -1.' P. N 0.U

z 3' z 7 2:z :73 7 Z z ,r q.-4 ..-a N u

w ~~ ~ ~ - _j- w "N!

I* x ., . *0

40 . 4_j Lm-

.4.-.~~~L L3 m~0~ 'It' ~ P

"-4.

9-- r

fD -v a., i-, m

iz0

0~~~U *CU% 'D

O (n 1

* z~-z

(.)Z.Z

'n/ - C9'D W : y vu

U'V, F ~ A.

M ~ -

.0: "N r4 r W LA I

w w- - *eC ,u

~ U'l

- 0.

P. j v a4*y r

-'-60 LA

-JC)

0 r l

*S 2

C, nV*~ I~ m L

~R?7 :

zz

Cr7

0C -x

LA u -. I

L A

U,

3 af 0

0

! 4 Lt

-- r4. *Sr.Z

A..-.w 'a 40 W, .

-4P -. r -4

-- It

a'" j4 4, 2' .c .I ~ Pc 'cS.-

Li . 4

L ~ ~~~ ~ -4 4-4 4-

-cI ID K3

~#, AJ.~ . .4 . I

RA 4 .8 s .@ i~ S

~~.ou Ca W,, .g qg .pn. **4

I*

Zl ~ 41 - -1

* ~ Oi . .. 0* .

it 'r 7 'It T 7 I

Z F 3

T.* x a4 .

cl C, t7S .*PU

444 *A .

v 0/ 6r~ C4 L.'. L' e 'r'

I.. C m'A E"1. z£ 4 .'C&~ I &

4 Z - - tst Lr ~ N t~~

x -rC ,r r0

Z C x hr -- L. nI W nl Irt.. a, c;*4 U!~ 1

I I -r -

wr PP4 ILr-. 0J C 444 *cC IcC, ' cc

c cc£ orm

0. CL a. a, C-,- s - s'

a . . . .k2 a, E'*E aN ~ '4 rSSE er5 4 6r

*1.~C . . - -M- IP r

NO' IS\, Nt~ M0'

C -,

a ~ ~ ~ ~ C C\.15 ,t r. IN4 C, \rC~. t'r s s~s \5

SII C;C~-C 1

ZIZ V Z 1Z 7 Z'31 73 7 I z31 23 xz IL 1 7 73I174C~~ C CC C C

41

- .7 C-~ I -

-. * ~ 19

1 aIr

004 4'-.. 2 .

4$ II l "It'.

4IN

-If

-~~~~~~~~~ - .. 4- .4...rfe r .. 4.

i Z j 1C al 'tr C,- c 4 rC t 4C ItN ju-a

1 N- - . N -;I r m

-S.-

C CR~~f 0CC ~ -C Cf t E 4O -

#4~

,A A. 144 -. A~0 4 4 - .44 4 .

a .. .4. C, 0 Lr

C4 Iz

I.. 4* &4 w~ W, .

Lr V -

N CC-E V 4 a C.

I ~ 4

z Ic

I 4,

.. N2 4

-4 c 07 1

z I 9C C

4~~~. Ln %*- 4 . t 4

.-. ~~oe .- &A\.~r -XC * ~

zI

- ~WC,

om I

n' 0 * .. . M *..*N **PMD-~ ~ ~~' A WM ,44.I' ~ t.~.s I6- Ct

10 'llI

5;- Q

I ~~~~~~~U U,,0t' 4 0. C.

Sflioe -~4 C~. o.a ~ .u-- ton - . ~ 00 .

Ne w

o . 7jk * C N.,5t9~

.4 I7 7I -WT

r~ I. X I

ZZ

0' 0 3

55. z- X

. 4

, t ,.. t0 N * 0 U' 5 0 *-s re rip.

44 f i. SI -4 40 N '.N 0'J NO 54 4DC

" C'.4P . . ... . . ..C'.P - N0 " O4- . .... 2 . . .

""' t. , I , r , a • ,es •

-4 I

6. D. .. . 10 ... . I

[~L uail .0 .

7D z ID 'r -c

,-f'-l...... * ,4 . 4 0- Lt:,4t CN4 "--7 4 ' P-a

C, 0

I .. - . - .. ... tot i os 4

or*.. .4. 4. .4. 4: 4 C i

N-,.4. N

rC"1 f,

N 0 C~44'0L

0'~ ~ - 4*,4 .4 4

-4 .4 . .. . . .4

I a,

on C. -1 -m I

I Wv

'o 00 ... C.- 0 M.

I~ 0-

IL 1. L... X.. M*

c 25

IA ~ 4~'C~~.. E4" CD* * *-~ * * . . * * .

4A CL 0'.~.C . ~ 6'D" W'S Sefl .0SN

or- wytj ~ N N ) ~NNJ4 *~' a t' .N

-ICYb2 r INu Dw

j:.; III.N 0 WI0 L'

WC9 oO.4 m LP.

:z -I L:*~ a ,

,.4fl Y * 4USl

ir ci 2 AFn- o

m i j v .u0 .9-LA fLa * * *_ I . . * . .

-~ ~'( M pn.~ 9 ,fl L I-.01 ~.u. ~ L'I U44

4Z -F Z -

IO n

- . * * .4 * * CL. *0' . . . I * S

* ~ ~ i -- 5

co 4'.9 ~ C~I I~.. ~ 0-9' 1 U)4) r4 ~ ~ r4 " LI.

*~~~~ * r7,V * *fI * *1* 1 *.

-A184 397 ARMY TRAINING STUDY, BATTALION TRAINING SURVEY VOLUMES 3/4AND 2(U) ACTUARIAL RESEARCH CORP FALLS CHURCH VA*

F J BROWN ET AL 88 RUG 78 SBt-RD-FBBB 185UNCLASSIFIED DAA39-77-C-9179 F/G 5/1 UL

EEEE000E00000hEmhhmhEEohhhhEEEhhhEEEEEEEEEEmEhEmhEmhEEEmhEEhhhEEEEEEEshEEhEEEmhohEohEE

'~~~ 12.8 2.

11111_1112.0

III I.Eo

MICROCOPY RESOLUTION TEST CHART

NATIONAL BUREAU OF STANDARM 1963-A

m

3II u ' u- w - u w-- v

z~U * * . ,.., I...

o ... .4 .% . I. ** ;z N1 go*

o3 a Woo1. :E.4e r'.Ok it %. .c.4

0 w. Ib- wP r4 .4 MY lull

ul .4I.4 % I~4

R&. I.P. 0 ly.0%00.

10 la 4 "I

Z~~. .4*IS. l4rYa. ho 1

~: ~ kA .,.Cy ~K KOf 10w4 ) rw t %o Y 4 M~uI CY

I. Zg *4j4W 1. *f*.4. * .4

~ .4:.4

CA Ir, -PV *P ID 0P"p

1-..a .. ty

I- .~ 1. .4

4 &.

u~~~~ ~~ I#*n. U% w I,[email protected] . 44 * *.4

ty1.4 I.,..

ce ~ T ^V1111 -dY P'3?Z '

.: 0, U' "

.4z

M A. 4 Zv I"

'0~ 0,3 .rc- 0u A.)LZ .- 0'JI - 41" ..

Alp 110

cr. 29

0II ~ ~ K A,. Z w

4 I 0

A .C.

IV Il .0MI

= LCL I f"4D 91

W 0~E uO.c ... I. t" CC E~% gO A

'A 14* to to.9 if'0p &O Iwo) VIC

L, .11 M*. M4 CC t* P- lo, N@ *0

CX1~0 *ME"

Lftr -0 10 C£M -'0.O2C a-L

u 4 w w ~ wuri cz NI- uce a* Ccc' M - cc4 . (, W C, CL M-. m CN enC 1

4C m.N0 M £ 4 re~ M

c rr tr tr. Lr *n M *9.l am'..*I .. 1 ~* ~ *

21 0NF a- -. c F- c

CL ft .f ** 41 4. fn . fJ 4 0. 41. .4 %

c- c rU wUr It' P;f'C at~ ir-.r- 0cr -'4 cIt'C

L, ft (4 M 8- 0'C M C g ~ N

0. *; C.4 4 nx M -v P uI . *l e

E-!

Z 2.i' x t 'C z- E If'C- 31-t X0 %. Z M'G sX7 t X ZIt

4- a 2XZ 4ccAC

x £40 z z4~ it0 21U 11N. 2I2.

Z- 0. - - -. -0.%7 N r. -141 ex

-9 t-

C , IC ~. 4* * 444.. 4 *G * *U .4.19 4 44 3041 4.1

ft 7 N ~F N 7M 7 ~ 7 ; 47 1.' 74e

4 I - -- - - -

-. ~~ ***~ *..'.1 *4.N *1.. .. *.E : 4.l ..2 'C 9'C ~ t~9'C P-PE- '.g'C 2-tm N0

7 70 U'P

U a

4r N N . .

cu w *j *j -ic .9 cu .. * 4A'

x. 0 C.'O QD U, ~ 0' MILO- -

c a cd r , t

06 &

c0 IA. W :I-f

0, W! F t

c L I'

-i j...

C, IA ": -1;'

I I

a 0'

I IN I -10'

ccN V1LA9 .'-Nfy oy

.p . . LM

z 0:

I 2 I?- M 4p 0t~l 0 op ~ .&tru INC %C o cc

en. -0 f - I, f; I-.cC

L. 'w .U . *CL 1 ;* .z 10, 1 . .0 * 1; a* 1; *1 ; *C **;1 .

W L& -zw

4 r trc 4 N Ir C

U~tU8t ft 4 k4 it *4~ E*44 IV~ w*4 *4I w4E lEa

fu 0rf0.(. * * N.S t

if, ir II1 c

ac 'z 'z ftN.#

- l c* IT c

23

1 Z II Q Ic

a I M I , I 2 2

I,-,

C ff,4;t

tv N

411 a r~ 1; ~ 4 W1 J lp 0 1

C C a z~

a f a' IM C C vi C C

C #P 0 rC . t. .0O ffI~~ **

gz .4 ft It o A.' 1GNL -@

gC 1 4 Lf 4r

if *r * 1**%af *~.

zllxz ~ ~ - -. TZ r x. Z XZ Z X Z

d4 z2 I I L

I& C

v P- C 4 0 33C~J

C C m CP 4 In C 4! C log P. 1. * a,

ct **O a ~ CJ 10 c@ o Ci

- LA

0. 't -zCftr

w a: 4 *'4 M 1'fU .0 ~ e o r- n L

coE C ccc xN 01 ct ~ ie

C Ir to vs C*C*

* a. P. to a m 91 .c .0 .. z *r 6* CU**a

£0A CEJ OClJ E0.(-p C

C (~ - -

; ~ 1a m.C £04 P Nc 4U,

2a C NC7 .cr on IV u.

4 C

x : C a

ege 'Me '4 p

~~ c* *',

C-:

Ij w IU Iu

43

I

2'

C C

414

c' a

I lz0 * 1; 0: I I m 0

Cc I c~ 01 M. a P,X 0£ * 4l c I. C Inm aVIF

c -I-~ -r -:

ix c C 0 0 0 o

c l , It 1a fN C. 4C.i,

w U) '0n 4 *ai c CC ~N. Z N .

3r! 0£C- al xC- t! 4-. * Uc- C;'C

j J tt4 a L I 0 0 fI

C' InC c~UI £04.= I.. . . .-1 t

am~ V cz ;L; L; I 0 l

x~~ ~ ~ ~ z zvxzIi

Uc

u a1

2; x x a xv

* xw~. '.

Ir -r --a:.4P-P Irv aG w c A ( , I0 r to ! t.

or -00 ""

,,f _. *• " *{ c

61 I in '0t~ WO C1ft 1: W" a.

o .g .. -L

Z"Lr

" r " Z m

. : Lj w c0. . .0

M, M, 4 I Me " 4 to a c in t. LO 'r 'DE

).1-'40 0 .. ..

J 0.W .7 -V

~ P*N 8~NCL CC ,~ CE *4

4 I Om%)N0 N m ftN %.c

aaro o a 0

- IjJ * * r. * C. *tr *. * .. . .* .

t' w tI it In c~E 44I fnE wN~ F. P EN f-4 4E C WW

a - - -,a0a f

0.

a. ~ ~ ~ ~ ~ ~ N len**) .N ***O .. *

LA on P. a 0. w . . . .*

0. ...-. -.. N AN~ - - NM

x c p I w

4c 0

xI zPO xNM I I x I

* 0%j~..S N O N36

I ~L*-, --- -

t- c

ft t . . . .% 1: t

N kA -:o t& '

Q. - 4 I c c% a fl

m OL Ir -Cl.

Cf C. t

L I I i

I IL

Uc Uf le '~t C '-t EU

X .*0 3 Z 1

IA1

U'4~ tH~~ Ui4 II~j *lLfI l37

c 4 j ..c 0 f EpJ J

Ir m r.ca IIu0 i 0t A4f IQ In4 nNIncci

wo IL cuN NIt

4 tcn, rt .-. 0, r D :.c1

u Z -x -

ujI 0r w 01 N .* ... .... 1. Iwo. *a.z0.0 fn*4 fnL #i f t V ... 'D .v Or. P*- I 00M

C - z

aa or *- w x * 4 *i.* * . 0 . . .

'a cce k. a, -,w y 0c

w. asU. 'I

.E ewj0 w ir m~ m C c Nc crO2 aZ 2... *.. .* . . . . . IN C. M .

cc~~a W. c a Ir It4

c .4 .-. -m : ; P - I

*~C m' N@W f"*- CUJ4 -0 U InP~ ~ C~ .~

C

m N t ImM NNf l NC I M c : 1 z1 ,

f- o~- g m. P. C)~ 0) eO4 0 - *- t-L'ar %-E4 % % N , -.t Nt.E

0 * *f 4! N **. 5 0 *. . .0

S A I

ft * . . M * *M .* * ~ * . * * *. . .*rN *

x I 'Ci r- Lr-'.L UN~. ir - w- . -N - 0 cre IDr -

. 0 -aaC 90c IcV aCC.LL -jL Lj; I- I -'

C.'

I -~ C

I ~ ~~ ~~~~~ c . **.S i e *..

~ a NNN NN~l. NJN E~.Rf NNI~~. (%.4(~~ '' N(ftr

A~t g.4

011If I I Ir INI

al IY In

6=1 4 1" C01 ]t a. .EU) in, c 'NPo0 C t D

tm ,elc ra c Nc

ft~~-o( t MO N Oft n

c IN LAc tIac ,* ~ , c * * f , .c tr 'f, ~ a- a,

I L * ~ fuct 4 4 I

v M. Wf Vf cI C0 '44 .0 4.0 U r zw

c . CDP. F

& m : MM MrCr 1 SI 4- 4 4 r r c I -I

0 4L 0 1% aD 0! 1% . C

It

x 7 cc.- c i 0 *, .5 * .

tSr

, CL 2

C ft ~ 39If7o C I

ft V,orW

r.l-C0

P. PC1 LC OO1 I!r g 4 m m * -

NOU *10 O -D0 *O nEAt r

c c U E. 4 ~ cc~ E cC .l 1! .: O. .

4 a coo C,~ O AJ 0cc 1 LA1; t U z LA Lm 0* l O A 1; L

L' C,.IIN %N

z a tU. cto IE9rO ~ 4 I *i~. £il~ tI.C d

L I Z~t u

z Z. Z Z CI. %1L w I 0)- - c

a ~ ~ C aar

2 ZZC . * * *1 * . . .. * *

L,0 0r CC-C p I za'

a~ NC

'! I - . I e It t

Ai Fu. LAr' In xj4

-~~ 0 2~O 2 0 C)E- -0' 4~- 04 I '~

a~ ~ aC't mt. COO T-E I''2 ~ ~~~~~ N'~.) N 4 C fr. a4

I -r j -

I..;

I Q c . 1 2

gay I

-_ - = - ,- " "-.

, O

M 4.IIICL 0 IVII4 m A

4 !I

cI cL- 4 c....

ix C, I r4% M

,

2 -P* ft~E & 0cm

, - N 0

119 *e .. • . . 0 .

M; T z I xzZ3

C .. . . .!

,.- c- - "

mto

I ~ o N CM .u M * ***. Flu 41,..

= Ct40 I0 l

4...O~~~C 0 c.t ~ -- t NN *P 44 .~ P'

C' I -t C I0 -

LMLN tF cc Oo.,P 14.4 4Ln I0 p 10

m *l u* 44 m l0 . n a, U% IV n.e .0 0 ill * * *U

V) C 0,-- Cc0 on0 11:C 47.4* 11:0- wmkw ..aft

-0. 4m1, -aN U

4 9.

-j 0 1- -C

z I

V. w .V4 0. C- ' .. c- 4&P

at LrL r c ct I 4, (CC c(i lir- Icm If0I MO rC ,C -. w * * 4 * *U*

4- .P-~J9 .- .L

-* Icl ;1

U' .0 004 0ULf4 1-OP- NO- cM~ 1 Ir,

0. *.IY *4.f 1-.4 *..N 'oIV V* 9 *F.n r

U' W ,fLP ~ M I i

-~0 N4 .7 Sr 0 10 .0. kn to * *r n0 , 00- p "C m& cfi

c~~~~~~A N. N.~j ME - 4 L, (l 'o

V1 -n c: -at-

U.aU

.rI Kup r

C II, a ,c 00cZ2 C.

.U4

0 4 N %o c ! c 0 cj ir

MW 0.Vc

oa . v

IN ..r *p It w I, a *p 0 jc .& VIna 1 l

4C h -if.

I .

11 4. f4 FC f:F 4 ahI i ft

I.~~U C. 4

1~~A z

IN 'CEN

CL at U 4 4 r ~ 1 II' .

9% 4t 1 4p A. ' L *

mat- -r

0a *r *f4 e% e . ar* * *L;i - 7 4 - - 4 U

2 z . 2 r I x

V.. -

C 43

' ~ I LI'C ~ N 4ifl ... r

led* . * .

>7I Z7 j 7. L' N

A IL

3. 6. C

.z ua: V

ZZ 2 Z Z

wl % 1* 4 n9 nPii o -t

CI

I~ ~ ~ 1 Z3Z Z32 It ZZZZ22

ILL J Zi .s! :5 !w-I

I, I0. 0

2 4

Na

~~N6w 0C .~

I . *Pc *4E ^4 N

* In

a £E~ NOE

4 46

I IN

Se I- Icf l9 0 4Al

C ID

X in

II I

I- tw

.O .IN ... 9D ey .-

Z ** M . t .~ *

- t 1 .90 -, er4a0 - 9 (D

Z c

u± l I Z I I X

I.pL

7 c*t dC** W ~p C#

.4 ft * p * * *

I M.2 * .. . **. . .

S i

A N

PC a t *sz *XZ Z*

C I~ t,, iP~l

P.c. I

40Z 40" IEO C

2 6.

"I C

'p. I *

',49

.. 2

,-olc -'4'. .01tP -------------- UE

0 (ol0:

N. fu "

.......................... F in *

04Oc 4010 401 400 101 N00 400 40mi4

-

4 CL

10 50

- 0 -26

* t

!w 1 ,.0 CU -g IF 4 af c

cc .4 coa in iN f nPi ltf

a , a, aII

II I I

An

>" I

Ui i w

I I I *I

@ u -

itI j

O0. z '

"x

.. W *.. Cr Inagp- I ao e C r5 @* it~Ig4C

C, flI L

I. I I

51

It ItI %aI C l y.

F '

WIx x

L4Z .~........... * F. t~......................

W ~ ~ I IAc C Nr0? ~ O 0 00 *I ~ 0 O 0 0- F N

4m - - -

F 5F

14- 4; 4 4 I IC 1b

C 0 e

IZ Ir

*1w 9 ~ I cc og c ID w

0. 0

z. .1

1 53

;* -jr~ 11 111 It, 0: .1 1 0 0. 'D

r *r

z . . .op4V *E* Wg Mo~p, M#~ M~~ en4 4 *e1 n.0Ma'!

I-~~ p- - --

A (l z Io "r r 4" f ul

... f~ NeV .. !aJN W4U 2 E E.j! :s ' :

x x r I i I x .2 x a x X, x I

i1a x z Ir

7 C

z -

c 0--i,4 4

.IS c

CL .''

-~~~~~ C, - 9- - ncr- r , r r r

A Z 4 .4 !

in I

IC q

I LL

I~~z~ .. C.

C NN~(%J EU55

U,

PCE a- le

0 ~M X- 3 IZ 39 X7 x z

4c0

Q0

--

z a.. Z.

or L

566. i

I Z.

26 a C2in

zb CL 4

w c f0f I lbI w .4 9P0 04F 4

hU. 0-0 I1- #

,a Z I

- 0. CL IL a.

0, ft*

4

N4

PC

-J , a J

0 C

maR Z ZZZ Z Z 3 Z R Z 2?

C 40 ~00 40C 00 ~ 40(

OkiWJ .. ~ J k

WI1 PI a p

m ilIA 4

It *t

I Im

LnA A D

zi t cc. 0

NO~*

;m .J' 4! to a~ a~ a 000 in 0 ew 10 P- (44@00'C IC a, * * . . . . . I I

4 It

C-vZ; *9 U* *P- * In zfl too *4 *4 * *9

% -t t io - c a-0 M

0J .0 aC! -

- '. E "~~ pJe.- P99 . -- wj~%

IfA C_

0- m9,

WC 0 O

9- 2

1Z r I*20"i- -c w # 9 .

5q-

4- 1M I II

1I X

16. z I

i~ ~ C~- i:46 6jN UCPEI -0j4 iPI -

M U

fl~N flNN A~N *~-----------P~'JN ~OII Il

I z~z. 2Z7 ~3XZ ZZ R~z ZZ~6

LN .C .~f .O .~ .00 .

I.* I

I ~ .~.

* . .~I . . 4MW ~ *EW~ *EV' ~a - - -IW.4

I-

-I

*4, -,0 ~MPI~ tuflj~ AJftJN~

lx* Z~ZZ ZRZZ ZUIZ 232

40~ 4CC EC~ 404 &~.~*- h..~D ~

a x I 2 1 2

I -C 41.1 2zI ~

a.V20 Z 1..

- ~1.

u~ Iu I

~, ~

I I

L I2

~.1U 61

I I

'~ ~7*.***. ~ - - -

fu2

:I&X zxx zg: zg z xz 0<z o

61 I!

U, I,

3 I I

9WERE

Itc t :' tIt. 1

1: : '. P

0 P ! ,

4AIC0

lp p N NN4

z vzz4 3 . Z- ,z x2 z'

w _

2 x x X

ajn .t~ all~ vc z **,r-@~ c c~ 1

.;~~ P*. 1c~ 2 . p* * * *** *p..'CI vJ- n. C''r.* * IM 0, 0

al x

& c f

*A.-E E~CE N4E4 ~ ~~aa ~a- C63

'D I I

C. II!

0. .- 0 4-A E -0~ 40: 0E% N~ c .Ca' C

.0 .Jp .*ete'" ,-a

%' I I a

1 If2 uI

64I

Z J41 , Zr WfU' 1' - * Z-r Zfl

"C' -j .- , -1 W 16-.. .

c kI c

AZ

M ,, I *

0hi - -+! -

65

04- - --- i-. - N N.-%.- i-%--7i

•-~ h..J -

.4,o

"' 2 7 1

! ,; NX ;;',','':,','r'¢ ;,-,:':.-),?..,,..;/..... .. .. ',-.,...-... .C'-. .-.---.h.,t- .C

t z

*CC rNO EEz M ~ 4~ 4ou 1if

C, -o - C - -W .. r

2 1! -1 2 2 j zz: 23Z2 3 2 _j 3

In Z 22 ~~~~c

C9

* I~ 66

I F.4

4 C

52 .O

4..r

4. .l

1 7

311,~ 0r 0

C 67

a t1U '

-z

z Z 'r -'C

z -2 1 zz z r M

-K 0

x X,

1*- CL C

x

- p.68

-0

(r. z I

w. z 11~

CL -h..

! -z 2 j tA P.-4 -18 -. C coooor 0i 4 44 16 IX .; m* * . a

-' I ft 4N fn ~ NOC IV N t0 u " P

4 0

..

- - - - -- - - - - N-N NNN

C 31 Zi XZ Zpr 31 lZZ3 XZ 23C31

-I 4g 0 I I

CLC

- 2

IL -

P 4 4 W

- 1 269

_j J-- f" -l -t fl

I4 IIIt0

I ~e .v N

-, 44; zz39X Z'

L.J LN *r

. . .0

I It tI

:4, m * ; 0; C;0 14 4 ; . 00.4 c .CC ~ ~ ~ ~ ~ ~ o- 00r W.0& "b flo I 4 u4i

a;~ ~ ~ ~ 4 a; A .; a ; c o v ;P .4 co-M ~ ~ ~ ~ ~ e NC M.M*UP ~ * O0

) c £C EtEM4 U4.

4 i -L-

10. 42 # fuj

If I i'

V.LM E ~ N0A o e I.~4 ~ N'* ...- ** 0. I * ** .g I

C7 fLM* ix~~NN. MtIN

U, L

ax A

V

-

- I

4" cc cc ' 0 ;C

E

r

i j

m uj

t .~ h C *~O- E. MN t-

tr

c LL

,7

i •

r z,

- -

- 2

.112

Si..'

tr. N -n0 m-14t Z.ze

I Z ZXZ 3

IE x I

* Ir

~~JUI U~gt@ O73

W- N DO--- - - - - - c-

Nr N -I I f ur y IL

ft N,

I I x I m Im

,~ ~ ~ ~ z

... ~ NN NNN NNM-. ~ -

ZN~ Li P-e-

* NflJN- a

232 uz 22 xr zrz zZ 32 3Z.3

-Z ~ 4( C ~ 4C ~ 4 ~ 4 C

4 274

10 i

SZ Z:9;N9*Cg~

*cg .. .. * * ** *

I 11 O1 1 l z

SO UJ 2j

0,I T . I L

1 C)

-x z - . iC

- --. :~~ .. * 7 5

c C 0 tcCz .

I 4

I C

I 76

* *.. .K. .. . . .

.0 'C.,I O40 4 0 @0 4! @6co 0 m0N fu 04 cfCdt *9 Cc** **t J 0

) ~ ~ ~ ~ N 0~ zzz~AP 60 -q f~~ ~~ ~%s-I w#l furNm tAffi FnNMf

'ac

-. .I n .

1-01 I 1

II

I I -C 1Z 2 I I I

1 2

I I77

I- -. - r It -

ccT

.. 4 0

-CL

rrp

h. .. . . . . . . . . . .. . . .-- CE UC

I P

cc 006t

IrI

LqI

C.79

04z

.1c

.77

.I7.

7.80

e2 I

z 0,

2 z 2 z

crr or. ccj

4 ., 4. .0 AD V*[. &N

a. L.L

irle ~ T .* *. 1.* ~ N~S .. 44~ 4.JU~ NNNUCANO

- - M0

*1~ K Io

C c

f,-N4 ~ c zf

.. z xC Z.I... ! s 7-K C W

LC _j w! 45- -z

5-.r

L oC

7 *.. ... 7 .. 82

N f I

ppI

-, L

IfI

-'I- pt I.71"p

01

I Il

~. ~Co. C

X X31 Z Z Z31 zU x 1

Z Z 31 Z Z MX ZMZC! C c tr 'c

2 I 2 I 2 11 z 84

fk

c -

-. _j LZ4P-

0 .1 AN

.441 c t a N rr n G n c4

4CO

P 4r..r

LP 4

aa c 2 c4 0-Cr c

xz x

4.L

z................~ .. . . . .. . .- a..

.4 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ V * cL4 ~ E E ~ 4 ~ ~ ~ L~~ft~ N Mt1

*~~t ~

-96

6K. 1 ;c 0 M 0t

I L

"I I.;4o. .1 .C ; Z

-4N.-.NNI z4 .

c.,. ~ . C l 'D ~ c~ -te L .M C .ir4~~. - 6 -

L :. Sc .*%~ * .

ve - N 4 ~ ~~ *U~ ~ ~ , L U- ~ ~ 4 E

- II

L NeE NOE ~ ,L~~ ~ ~ C4 ~C87

A'

% .. 1 .~Z .31 .Z .32 2.2 2 ? 2 ?

.1:

I a:

N. SO *-O L~ MC.~ CP I.J-a Ec O EO

I' m N .N N* 4r C-O Ir a

all 101

z - - - - - -- - -~ - --z

I IIaPi :

U C IO' C( / eI 4 ( I q

I z

r

-i

.' ". -. ' . '. * . . . . ,- . . . . . . .. . ' -. . ,. ' ' .' . ' % . . .. - *. . "

'Y - -Li U

I -I 88

S..

U..

U..,J.'UN I IU., I

p

5./U I

'U.

.v~.

4.

'U,

U',

a I

~ ~NC n~~c I~U~d~ 040 *NO 4-0 *NU',~ ~zt t,~

A ~ CIO INP~ - -

K2 * N

**4~ ***U~ EEU~ N~5~.4 41NM4 *~4~ *5U4.01

e.JE'.4NSr

h.

"U

2 CWN'U ~'c~ *g-~ ','r-oN r~~r'- -t-4~ .~ * u- - - ~ ~ .r - ~- .--~...................................r. * *

0 NN-. -. 5.J-. Sr~E.C -.-. ft,- NN~- **-. U~'NSJ-.' NU-,. I I

U'.- 4CUD ~ 4O'~ 4C 4cj~ - ~CL 4C~

73ZZ~ 2327 IZUZZ 7312 7322 ?RIjZ 2317 ZUWZ 7327I I ~ I ~ I I T I I~ 7 2 3

I III

U.'. 45- C2 'C

I C - C2" 1CI I - Sr21 3 I

E I 2 2 I 7

'U -~ I - -

:~ 'ZU~ 12 ..j I -p ~I ~Z .2~ e . Z aZ

ji~ I - -U.

I 3~..5'

- FC I

7"U... I

.U.

89

4.

'p

.4V

* UU*~~~ -.*U~U ~ U U'~5.~*''~~U U' U U~ U *U *U U~U'U

5.~U' ~ U U ~ ~

te II

4z

n- x'v p~u o-. u- O tr -N Xiu tn 7 M

-u - Z -z N NM Nz - ; ;I; .a-S .0-N N

IX 7 7 IxI I

IZ

I ~t r -4* ~ -

z c z'fl I.>~. I

x cI

90

J..i-

ft.,,-.,, .

-z I

I f-,. Iz~zz

I z Cz fzE

.','' i " 2

w , ~rsrf Ir'Qda

I I llZl nlZmlZll

.1

I S

.2 . N,

- -n

, i.4

P'" 3ZZbIZ ZU"

-- 5- ,..

- -%

- .

%' I

% , ." " " 2 ., '-.- ,,..- "-,'-.' " .- '- " ." .- '. '-...- " '- ,- " .' " .,-.-.' ., "",,""- . - ", '" -- ' "-. ",, ., Z .- (-I

ia 4

n z

0 2 9 Z 9. C6. aX 6. st-- ' r w P

4t C CZ-

g. V4 4 C hjM U4 M , r -. IM&

* 7 r'- -~zc

zI aJU -- ' z O r E e t 7 z 7E r

c. Z. Aza

k V

i I .led

- 4 vrvrrr

-a-

Wa

"p. Ic~.r ~oo

Wa a.. a. I- -~ ca-c - - st'-

I *I

-a I -

(.* a

* - ~.j ~ ~*~E *~~f'C ~

./ II -

* . I.1.~

-.-

a.IC ~ t~- fl4N(~

Z~ZZ Z~Z? ZRZZ Zit~

--a ~ 1 I

'a.

1

I ifa a- ~- I

;~ 7 II

A

a-.

Wa,

94

~1r

P. *

a,-

II- ie 1

zJ II x 1xz z tx7 zIi

c

a* U

95

- ~ 2' r T.------ 000w 'T -a ~ -v .w

4.z

ID I

-oc -. -- NN

4 KI

I ~ 3Z7 ,Z2~ Z~Z Z~Z z i~z 96

t mvmoe l

CC -C - 9

1:~- IL Z

.~ ... '. 97

- v - -w v~1L T y ,v L-v W - IT IIW Y w v- -.-

V.c -

14 I

I IV

I F98

'V. orC, Iv f vP "l :*

I l

*r

I/ 00 o010 N~ 'd~i * o 04 I.S~~~ * *a..

IP-I ~ ~ ~ ~ ~ ~ ~ ~ L %x*6 N C - P P.-g ~ ~V.~~~~ @.0 . ....

.99

I II *

I I

~ ~ *2

a ~t4~'X EJ~N'

* - I

a",

I I

2 . . o- - - I - - - - - --

I' I

I I

~ *- ... C . -- ~- ~ ** *l~ 4 *~4... ~ t*~ ~%JE%~ ~I

73~2 2,17 7~IZ Z322 Z3IZ 2312 2322 232Z Z3IZ4CC *z. 4O~ 4 ~ 4C~ q~

~ ~ - -IJI 1~I I x

7 9 p

LI I* I ~ 2

p.-

I '-, -

L. I ~C I

4 '1 0 0

a' I4 'C 0

I,

a' I p

p4 p I p

100

*1~ I I

6

I I

I..~ Z Z1 e~ f* 4 ~ ~4

Z4

- -4 -~ - - I-- -4 I...- 2i

'C N.N N tJ e~~%.i,- ~6r%.

7374 ZZ2737 7UZZ737 7777)7 ZZ101Z

* ~ ~~~~~ 4(-cC 7OqC. 4 e4C

LINZ

- C O-00 %fU-o~

.c. J,0:.b-c-

Ix m

10

,I r I

I -. v U

I: _ - "i " " - r 02 1 C * 4

., '..

- *1

...1-l --

- e-. 1

- ."€"102

[K"

.% .

C. 1

UZ ; . . .- I

If.~

10

dc a-

S.° -

2t

-. . 3

2 ]r Z I Z ZZI £

%;..

mI

'-" 103

- - - -. - -~ ~ - - '.' - -. 'r -c. w- r r- .n- r-rrr.r..ru.,r..q...qy.w~y..y.yu~

p.

7- i -- I

~ ~ ~.cc ~.z ~e -~

* ~ 4-~ ~ I~.CN

-I

C r .C-.~ 44C

z .- - ~

1 ~%44 ~

----- ~

Z)~Z Z~ZZ 7~IZ ~L 1.7 Z31!- - ~ 4C.. ~c~r

1 2 I 7 I ~

C-Z *-J

z .- !

IZ

C - IL,I- *- C

-~ IiIr~ U

-

- *- CI C

- -I -

104

I'

.4

................................................

l 2 F

W W-

t C-

u, 1, Z

*' L..t Zt.2Cc) c m

2t Cuaz c

C. z2c z F

0 , A.4 L4 kol E44 LrL 44

16r2

O~2~-) ).C%. m 0. E~ 0

C 21

ZZZ

2 W'&.~h105

I c

7 - r I.'

1. z it.

I~ xj r

I106

4.v

IfI

JS.'

4~- 107

4,. 4

7 1

,D1* Im-f0

zz .z 1;. 1

---- 4 - K c4

I It

104

. .. . . . ..... ' ':... .. . .. ..,W W ww r-w

..

°V.

oN 0

l-

I J-4i , . ...

kb-: ~ ~ L xC *E 4

~10

LjIP~j

=,: - - - c -rt ~ ~ 4 ~ - E

*~~~~~~~c N~' I - fMN N1.. t4

I 1 -

- CP .c. ( .- r

,-A... 2'. . . . '. ..... ... P ... ..

S.Z 4C • C • *. • CC • • , , • • . •

C - " - . - , - 7 ' - -

i

- 42

-

1 ..-

[ia

@- 4

.. . x

I IU..

i z I;L i 4 4 c

I c

c P- 'o Il r.D f r

z 3 1 z Z 11Z i 1 1xz zza xz z3m7 i- or- .~,u ctc c. *O ~ - nc%.

IILL

* ,

-. I

c C J ,W

? i c

• ; IJ

1 ,

K. "

z32 ,Z Z Z Z Z X ZIZ z..z z :z v 17

- i c -

,a

I. ..i .[

lb:l

: :

42 2 ,¢ ;.,, . ;. , , -. , . . ." , . _ , - ,, .. . ,71 . . ..

.. ll ' . . " -- " "

L.J2 ,z 21 C).113

.. 1 DIC NC C CC 14 m , L

.i 'L

oc444 4r 0

z' it r z tX tx z2 t4iz Z3 Z 1 73 1z z

I a

5- .. CL

14S

K -9 c

.11 I.

InP

:044

2 txz zItxz 23

a..

31- ~c.4 o C.u

10 44.115

414

'A In

',I I -

zz

'11

L 'A-

uz C

u M I,

z U, a, 'Z

z , z

NIg -,- CDx M

z 3 ' 1 72mz 912Z 1X

I. 2. II

L: c

C>.-

4c

11

I IIj

oz ~ it z z 3 zo. 3

* ~ r

-11

I _J0 0 Id

z f

I,-0

IL1 6

111

W 1

x4 x Smzzx7 3x77Mx txrz3

I

120

I iI z

a -

2 I

I -

-- 0

12

I...

~II

ps.20

2r -j~f w 4 c

P.1U

c ir

CI _

121

cI

cc N- o-U - 0 en -a'

Cr JEN d -* tC NA 10 U) C~ tp- l

I1I I i

or IIj

7 122

hn I r,'r r

* Ir

-z 1 r~%.

N4 I

~123

-C CLr I 4o I

I, c

V.1

me- rE K

I C I C 4 'I&

2.J'U~ COC crc ot~ N~C ccc too ocr .- '%.9 NNc

h.-Z --. C -. O- ttbW - cc.- -4 CNVk Err '~-~OC NflJ N-N tO N-.N *S' rr.~ ---

-- I

I..2 . -. .~ crcc trot ct"-- r. ... rcdC r.rc ~'r

aa

2 Ct-~ N' C~ :--r 4~x I: , PXY Cf1 ~t--- .C................4.C 444- *- N-c- *4- ccc- 0cc- crc- ~f- tIc-

z air razz razz rarz razz razz razz razz .~izC CCC 40$ 42$ *&.$ CCC CCC 40$ cOC

I I I I ) z 1 7 1 )

I

2 C -

- I I C$ I - C' -

1 - - I .1 1 -.- 7 -

- 7 c 7 2

- .- I -. I -- 4 - - 2

Cl .. I ZI., C? - I -

<1 I: a C - 2 7 2?

I - - -

- C - -> -

4

&

12S

-. C' C'. -* C' -C' .....* . . <Ar

-A194 29U ARMY TRAINING STUDY- BATTALION TRAINING SURY VOLUES 4141 AND 21U) ACTUARIAL RESEARCN CORP FALLS CHURC YAF J BROWN ET AL 8 AUG 78 SF-AD-F98 165

UNCLASSIFIED DAAG29-77-C-Bi79 F/6 15/1 UL

I.'..'

11111 ~ I~2.2I-

11-2---5 111'-4 In

MICROCOPY RESOLUTION TEST CHARTNATinNAL BUREAU OF STANDARUD- 963-A

% 4

'I."

II/

m 0C In E~ flJpt 1-. 4 tn AifAi In@ 4.0 401 O

0 , 10p 0 o - vC.- - C-C - -l 000-c% I

r x

Ic i

-j ci

2* -i z D0;; cC it. II

04

Ia

1 12

Aj

I

4 Aim

iwi

-- !I).

M N 1 P- *

IC S C AC

I x

Z) :e " 3 rZ 3: I Z

C

128

SURVEY SET VII DESCRIPTIONS

of

SOLDIER MANUAL TASKS

j

The Soldier Manual Tasks were assembled

under the 73 item headings used in Survey Set VII.

The 73 items were subsumed under the nine Battle

Drills listed in this document.

Cross reference keys are provided on the

last two pages, showing:

1. Battle Drill X Soldier Manual

Tasks (Set VII Item Numbers), and

2. Soldier Manual Tasks (Set VII

Item Numbers) X Battle Drill.

129

A. Battle Position

Q 12 CLAYMOREe Install/recover an electrically armed Claymore.

Q 13 PA/AT MINES

a. Emplace and recover antipersonnel and antitank mines.b. Identify Minefield Markers.c. Assemble a non-electric detonation system.

1k

Q 48 HOSTILE AIRCRAFT

e Engage hostile aircraft with individual weapon.

Q 50 AIRCRAFT IDENTIFICATION

* Identify combat aircraft.

Q 65 DEMOLITION TRAINING

* Emplace a demolition charge.

B. Communications

Q 35 RADIO PROCEDURES

a. Establish and enter or leave a radio net.b. Apply anti-jamming procedures.

Q 38 COMMUNICATIONS EQUIPMENT

a. Perform operator maintenance on tactical FM radio setsand accessories.

b. Install radio remote control equipment.c. Perform operator maintenance on field telephone TA-l/PT.

Q 52 CEOI

a. Use a communications-electronics operating instructions(CEOI) extract,determine call signs, frequencies, anditem number identifiers.

b. Authenticate transmissions and encrypt/decrypt numbersand grid zone letters using the Kal 61 with KTC 1400numerical code.

c. Encode and decode messages using a tactical operationscode, KTC-600.

130

C. Fire arnd Maneuver

Q7 INDIVIDUAL MOVEMENT SKILLS

a. Move as a member of a fire team.b. Move under direct fire.c. React to indirect fire.d. React to flares.

De. Move over, through, or around obstacles.

Q 8 INDIVIDUAL MOVEMENT SKILLS (MORTAR)

* e Move as a member of a dismounted mortar squada (81-mm mortar).

Q 9 VEHICLE POSITIONING

* Select temporary vehicular battlefield position.

Q10 VEHICLE MOVEMENT

0 Conceal movement by route selection.

Q33 TANK EXTERNAL PHONE

a. Place an external phone into operation.

b. Perform crew maintenance on a tank external phone.

Q45 ENEMY MINES

a. Locate mines with a mine detector.b. Remove mines with a grapnel or rope.

D. Move

Q20 Mll3Al OPERATOR TRAINING

a. Start and stop an Mll3Al vehicle engine.b. Operate an M113AI vehicle.c. Prepare an M.1l3Al vehicle for towing.

Q 21 ka TON VEHICLE TRAINING* operate a i series vehicle.

Q23 AUXILIARY GENERATOR, TRACKED VEHICLE

a. Maintain auxiliary generator on M577 tracked vehicle.b. Install/operate auxiliary generator on M577 tracked

vehicle.

131

Q 29 DRIVER DUTIES

a. Perform before, during, and after operation maintenancechecks and services on an M60-Series tank.

b. Maintain operator's items in equipment logbook.c. Perform driver prepare-to-fire checks.d. Start and stop a tank engine.

e. Operate a tank.f. Recover a tank by self-recovery means.g. Prepare a tank for towing.h. Participate in mounted and dismounted tactical movement.i. Maintain basic issue items (Bll).

Q 44 FIRE SAFETY

o Extinguish a fire in a tank.

P Q 53 VEHICLE TRAINING - TON

a. Self-recover a ton series vehicle.b. Ford a water obstacle with a k ton series vehicle.

Q 54 VEHICLE TRAINING - M113AI

a. Self-recover a high-centered M1l3Al vehicle.*1" b. Operate an Mll3Al vehicle in water.

c. Extinguish a fire in a track vehicle.

E. NBC

Q 4 NBC TRAINING (INDIVIDUAL)

a. Maintain protective mask and accessories.b. Put on a protective mask.c. Take cover as protection against NBC hazards.d. Decontaminate self and individual equipment.e. Administer antidote to a nerve agent casualty.f. Measure radiation using radiac instruments.

Q 5 NBC TRAINING (TRACK OR WHEEL VEHICLE)

a. Prepare a track or wheel vehicle for nuclear attack.b. Maintain gas particulate unit of a track vehicle.

Q 6 NBC TRAINING (TANK)

a. Prepare a tank for nuclear attack.

b. Maintain gas particulate unit of a tank.

132

. . . . .. , ., • . .

F. Reconnaissance & Security

Q 25 NIGHT VISION

a. Maintain AN/PVS-2 (night vision sight).b. Conduct surveillance using an AN/PVS-2.

Q 34 CAMOUFLAGE/CONCEALMENT, PREPARATION OF POSITION

a. Camouflage/conceal self and individual equipment.b. Camouflage/conceal equipment.c. Camouflage/conceal defensive positions.d. Select temporary battlefield positions.e. Construct individual defensive positions.

(done under A. Battle position)f. Clear fields of fire.g. Construct a crew-served weapons positions.h. Prepare and use aiming and firing stakes for the

Ml6Al rifle.i. Prepare and use aiming and firing stakes for the

Ml6AI rifle.j. Prepare and use aiming and firing stakes for the M203

grenade launcher.k. Prepare a range card for a TOW.1. Construct TOW position.m. Prepare a range card for a 106mm RCLR.n. Construct 106mnm RCLR position (mounted).o. Construct 106mm RCLR position (dismounted).p. Prepare range card for 90mm RCLR.q. Engage targets with 90mm RCLR.r. Prepare range card for Dragon.s. Prepare MAW position.t. Occupy Redeye position.u. Use aiming and firing stakes for the M60 machinegun.v. Construct M60 machinegun position.w. Prepare a range card for an M60 machinegun.

Q 36 OP OPERATION

* Operate an Observation Post.

Q 37 INTELLIGENCE/SECURITY

a. Use challenge and password.b. Process known or suspected enemy personnel.c. Collect/report information - SALUTE.d. Prepare a Spot Report.e. Process captured documents and material.

Q 40 SURVEILLANCE

a Conduct a day and night surveillance without the aidof electronic devices.

133Ma"

Q41 GROUND NAVIGATION

a. orient a map usinr a compass.b. Orient a map to the ground by map-terrain association.c. Determine a location on the ground.d. Navigate from one position on the ground to another.e. Determine distance while moving between 2 points

! on the ground.f. Determine a magnetic azimuth between two known points

on the ground.

Q51 SECURITY

a. Resist enemy interrogation, indoctrination, and ex-ploitation if you are captured.

b. Safeguard classified information.

Q55 MAP READING

a. Identify terrain features (natural and manmade) onthe map.

b. Determine the grid coordinates of a point on a militarymap using the military grid reference system.

C. Determine the elevation of a point on the ground using

-, .. ea map.d. Measure a ground distance on a map.e. Convert a magnetic azimuth to a grid azimuth (or a grid

azimuth to a magnetic azimuth).f. Determine a grid azimuth between two given points on a

map.g. Estimate range.

G. Shoot

Q2 81mm MORTAR GUNNER, ASSISTANT GUNNER, AMMUNITION BEARER(CARRIER MOUNTED) DUTIES

a. Place carrier mounted 81mm mortar into action.

b. Boresight 81mm mortar.

d.Lay mortar for deflection and elevation.e.Prepare 81mm mortar ammunition for firing.f.Maintain 81mm. mortar and associated fire control

equipment.% g. Remove a misfire from the 81mm mortar.

h. Refer sight and realign aiming posts.i. Reciprocally lay mortar using M2 aiming circle and

place out aiming posts.3j.Manipulate mortar for traversing and searching fires.

k. Dismount mortar and place in action ground mounted.

134

Q 3 107mm (4.2-in) MORTAR GUNNER, ASSISTANT GUNNER,AMMUNITION BEARER (CARRIER MOUNTED) DUTIES

a. Place carrier mounted 107mm (4.2-in) mortar in action.b. Boresight 107mm (4.2-in) mortar.c. Perform safety checks on 107mm (4.2-in) mortar.d. Lay mortar for deflection and elevation.e. Prepare 107amm (4.2-in) mortar ammunition for firing.f. Maintain 107mm (4.2-in) mortar and equipment.g. Remove a misfire from the 107mm (4.2-in) mortar.h. Refer sight and realign aiming posts.i. Reciprocally lay mortar using M2 aiming circle and

place out aiming posts.j. Manipulate mortar for traversing fires.k. Dismount mortar and place in action ground mounted.

Q 1 M16 RIFLE

a. Maintain an MI6A1 rifle, magazines, and ammunition.b. Load and unload an Ml6A1 rifle magazine.c. Load, reduce a stoppage, unload, and clear an MI6Al

rifle.

Q 14 90mm RCLR

a. Maintain 90mm RCLR.b. Boresight the 90mm RCLR.c. Load, reduce a stoppage, unload, and clear 90mm RCLR.

Q 15 DRAGON

a. Maintain Dragon system.b. Perform preoperational checks on Dragon tactical system.

Q 16 REDEYE MAINTENANCE CHECKS

* Perform preventive maintenance checks and services on(preoperation inspection of) Redeye.

Q 17 M60 MACHINEGUN

a. Maintain an M60 machinegun and ammunition.b. Mount and dismount an M60 machinegun on a pedestal mount.

Q 18 CALIBER .50 MACHINEGUN

a. Maintain a caliber .50 machinegun and ammunition.b. Load, reduce a stoppage, unload, and clear a caliber

.50 machinegun.c. Set headspace and timing on a caliber .50 machinegun.d. Mount and dismount a caliber .50 HBM2 Flex Machinegun

on a tracked vehicle.

135

kil"

Q 19 .45 CALIBER PISTOL

a. Maintain a caliber .45 pistol and ammunition.b. Load, reduce a stoppage, unload, and clear a

caliber .45 pistol.

Q 22 M3Al SUBMACHINEGUN

a. Load and clear the M3Al submachinegun.b. Maintain an M3Al submachinegun.

Q 24 TOW

a. Maintain TOW weapons system.b. Load, correct malfunctions, unload, clear TOW.c. Make a TOW launcher self-test and preoperational

inspection.

Q 26 106mm RCLR

a. Maintain caliber .50 spotting rifle, M8C.b. Load, reduce a stoppage, unload, and clear the caliber

.50 spotting rifle, M8C.c. Maintain the 106mm RCLR.d. Load, reduce a stoppage, unload, clear 106mm RCLR.e. Conduct 106mm RCLR weapon system alignment.

Q 27 M16 PLOTTING BOARD

a. Prepare M16 plotting board for operation and determineinitial firing data for mortars (pivot point).

b. Process subsequent FO corrections using M16 plottingboard (pivot point).

Q28 LOADER DUTIES

a. Boresight a tank-mounted searchlight.b. Perform loader prepare-to-fire checks.c. Load a 105mm main gun.d. Perform loader's misfire procedures for 105mm main gun.e. Perform after-firing checks and services on a 105mm

main gun.f. Unpack ammunition.g. Maintain ammunition.h. Stow ammunition.

a

136

N~~~ - b - *..

Q 30 M60A2 SPECIFIC

a. Load the main gun round/missile on M60A2 tank.b. Apply misfire procedures for an M60A2 main gun failure

to fire. Ic. Perform after-firing checks and services on M60A2 tank.d. Perform before, during, and after operation checks and

services on M60A2 tank.e. Perform driver prepare-to-fire checks, conventional/

missile, on M60A2 tank.f. Perform loader's prepare-to-fire checks on M60A2 tank.

SQ 31 M60Al SPECIFIC

a. Use misfire procedures for a 105mm main gun.b. Perform prepare-to-fire checks.c. Use battlesight.d. Adjust fire using burst on target.e. Use precision fire.f. Adjust fire from a subsequent fire command.

39 COAX MACHINEGUN

,* a. Load and clear a coaxial machinegun.b. Apply immediate action to a coaxial machinegun.c. Boresight a coaxial machinegun.

Q 42 REDEYE

a. Determine aircraft category for Redeye ranging.b. Engage hostile aircraft with Redeye (MTS).c. Destroy Redeye.d. Perform immediate actions on Redeye.

Q43 VISUAL COMMUNICATIONS

0 Communicate using visual signal techniques.

Q 49 ENEMY VULNERABILITIES

0 Recognize vulnerabilities of enemy armor to individual(M6Al and M203) and crew-served (M60) weapons.

Q 57 RANGE FIRING - MORTAR - MOUNTED* Engage target using fire without FDC. (81mm mortar-

mounted and 4.2 mortar-mounted).

Q 58 FIRING - CLAYMORE

0 Fire a Claymore mine.

137

Q 59 NIGHT FIRING - M16AI

a. Mount/dismount AN/PVS-2 on an Ml6A1 rifle.b. Zero AN/PVS-2 when mounted on an Ml6A1 rifle.c. Engage a target with a rifle using AN/PVS-2.

Q 60 DAY FIRING - M16AI

a. Zero an MI6Al rifle.b. Engage targets with an Ml6A1 rifle.

Q 61 FIRING - LAW

a. Prepare an M7:.A2 LAW for firing; restore M72A2 LAWto carrying configuration.

b. Engage targets with an M72A2 LAW - apply immediate actionto correct a malfunction on an M72A2 LAW. 4L

Q 62 HAND GRENADES

a. Maintain hand grenades.b. Engage enemy targets with hand grenades.

Q 63 FIRING - GRENADE LAUNCHER

a. Maintain an M203 grenade launcher and ammunition.b. Load, unload, and clear an M203 grenade launcher.c. Zero an M203 grenade launcher.d. Engage targets with an M203 grenade launcher and apply

immediate action to reduce stoppage.

Q 64 NIGHT FIRING - M60

a. Mount/dismount an AN/PVS-2 (starlight scope) on anM60 machinegun.

b. Zero an AN/PVS-2 (starlight scope) to an M60 machinegun.c. Zero an M60 machinegun.

Q 66 FIRING - .45 CALIBER PISTOL

. Engage targets with a caliber .45 pistol.

Q 67 FIRING - CALIBER .50 MACHINEGUN

a. Engage targets with a caliber .50 machinegun.b. Target/confirm targeting on a caliber .50 machinegun.

Q 68 NIGHT FIRING - CALIBER .50 MACHINEGUN

a. Mount/dismount AN/TVS-2 sight on caliber .50 machinegun.b. Boresight AN/TVS-2 to caliber .50 machinegun. Engage a

target with a caliber .50 machinegun using AN/TVS-2

night observation device (NOD).

138

Q 69 FIRING - MORTAR - DISMOUNTED

0 Engage target using fire without FDC (81mm mortar

and 4.2 mortar dismounted).

Q 70 FIRING - TOW

* Engage targets with TOW.

Q 71 FIRING - 106mm RCLR

. Engage targets with the 106mm RCLR.

Q 72 FIRING - DRAGON

0 Engage targets and perform misfire procedures with the

Dragon.

Q73 FIRING - M3AI SUBMACHINEGUN

* Engage targets and apply imnediate action to an M3A1submachinegun.

H. Support

Q 46 FIRE SUPPORT

a. Call for supporting fires.b. Adjust supporting fire.

Q 56 FORWARD OBSERVER PROCEDURES

a. Call for/adjust indirect fire (using grid coordinate

method of target location and bracketing methodadjustment).

b. Call for/adjust indirect fire using the creeping

method of adjustment.

I. Sustain

Q 1 DRIVER MAINTENANCE

a. Perform before, during, and after operation checks

and services on a vehicle.

b. Maintain basic issue items (B11).

c. Maintain operator's items in equipment logbook.

Q 32 CASUALTY REMOVAL

* Evacuate a wounded man from a tank.

139

Q47 FIRST AID

a. Apply the four life-saving measures (clear the air-passages, stop the bleeding, treat for shock, protectthe wound).

b. Apply first aid measures for burns.C. Remove a victim for an electrical source and apply

first aid for electrical shock.d. Apply artificial resuscitation to a chemical-agent

casualty.e. Apply preventive and first aid measures for carbon

monoxide poisoning.f. Practice proper personal hygiene procedures.g. Apply preventive measures to reduce climatic injuries.h. Administer artificial respiration (mouth-to-mouth).

140

CROSS REFERENCE KEY

Battle Drill X Soldier Manual Tasks (Set VII Item Numbers)

Soldier Manual TasksBattle Drills (Item Numbers in Set VII)

A Battle Position 12, 13, 48, 50, 65

B Communications 35, 38, 52

C Fire & Maneuver 7, 8, 9, 10, 33, 45

D Move 20, 21, 23, 29, 44, 53, 54

E NBC 4, 5, 6

F Recon & Security 25, 34, 36, 37, 40, 41, 51, 55

G Shoot 2, 3, 11, 14, 15, 16, 17, 18, 19,

22, 24, 26, 27, 28, 30, 31, 39, 42,

43, 49, 57, 58, 59, 60, 61, 62, 63,

64, 66, 67, 68, 69, 70, 71, 72, 73

H Support 46, 56

I Sustain 1, 32, 47

141

CROSS REFERENCE KEY

Soldier Manual Tasks (Set VII Item Numbers) X Battle Drill

Battle Drills Battle Drills

0Q

4 '9 -

~ItemNumber A B C D E F G H I A B C D E F G HI

-4 p

2 x 39

3 x 40 X4 x 41 x

5 x 42 x6 x 43 x

8 x 45 x

9 x 46 xS0 x 47 x1I x 48 x

12 x 49 x13 x 50 x14 x 51 x

15 x 52 x16 x 53 X17 x 54 x

18 x 55 x

19 x 56 x

20 x 57 x

21 x 58 x

22 x 59 x

23 x 60 x

24 x 61 x

25 x 62 x

26 x 63 x27 x 64 x

28 x 65 x29 x 66 x

30 x 67 x

31 X 68 x

32 x 69 x

33 x 70 x34 x 71 x35 x 72 x

36 x 73 x

37 x

142282.IU-AG-Pt Belvor

-~~r .. . ,, -- . . . . . ., .

1w0

1 19

gg M:w--ww'' '0V M W