Army Chemical Review presents professional information about Chemical Corps functions related to chemical, biological, radiological, nuclear, smoke, flame, and civil support operations.
Issue link: https://chemical.epubxp.com/i/759309
10 Army Chemical Review 8th-grade level). Army leaders will therefore need to adopt different training and education methods to ensure that future Soldiers achieve at least a minimum baseline skill level." 4 The focus is on technologies and methods to acceler- ate learning, experience, emotional maturity, and judgment across training domains while reducing time and expense. Simulation of Combat Live training in the field using troops and equipment con- tinues to be highly desirable, but extremely expensive and resource-intensive. Computers and electronic devices have introduced capabilities that require training the categories of live, virtual, constructive, and gaming (LVC-G) environ- ments. Live Live training is executed using assigned equipment; real people operate real systems. Live training may be enhanced by training aids, devices, simulators, and simulations (TADSS) and tactical engagement simulations to further simulate combat conditions. Live training can operate in a stand-alone environment or be integrated with virtual and constructive environments as part of the integrated training environment (ITE). Virtual A virtual environment is a computer-generated 3-D envi- ronment that displays geo-specific or geo-typical terrain. It is interactive, allowing participants to move, navigate, and act within the environment. Usually, a stereoscopic display provides the participant with a perception of depth and a 360-degree total field view. The environment provides real- istic characteristics and the form, fit, and function of simu- lated personnel, equipment, aircraft, vehicles, and objects. Virtual training will be capable of stimulating current and future mission command systems at home station, which will further enhance its role within the ITE. It will even- tually be capable of being networked with combat training centers. Constructive Constructive training uses computer models, tools, in- terfaces, and simulations to exercise mission command and staff functions. It involves simulated people and equipment operating simulated systems in computer-generated envi- ronments. Real people provide input into the simulations, but are not involved in determining the outcomes. When used as part of the ITE, constructive training is a critical component of expanding the operational environment. Con- structive training can be conducted by units at levels from platoon through echelons above corps and in joint or com- bined operations. Gaming Army gaming is the use of commercial and government, off-the-shelf products and technology with multiple types of interactive computer-based applications. These products are low in cost, have low overhead, and establish "good enough" conditions for individual, leader, and unit level training, education, and mission rehearsal, while emphasizing the development and application of cognitive skills. The Army gaming spectrum of condition-setting applications ranges from avatars and personas representing real people operat- ing simulated systems, to real people managing simulated people (individuals and/or formations), to real people engag- ing with simulated people and objects to achieve a specific purpose—all in a semi-immersive gaming environment. Where appropriate, Army gaming and the attendant gam- ing environment provide information for after action re- views, mission planning, connectivity to mission command systems, interoperability with other TADSS, and the ITE. 5 The Army continues to identify common and military oc- cupational specialty tasks by skill levels. Army Doctrine Ref- erence Publication (ADRP) 1-03, List, lists Army universal tasks by mission area. 6 Many of those tasks are CBRN tasks. Historically, unit commanders examined their mission space and issued guidance on the formulation of a yearly training plan to the staff. This plan identified training activities that, in the commander's judg- ment, were necessary to ensure that the unit could effec- tively perform the mission. Subordinate leaders identified unit and individual tasks that required training in order to qualify Soldiers or sustain skill training that may become stale. Units sometimes did this very well; but when planning was substandard or nonexistent, unit readiness suffered. The penalty for "getting it wrong" in a CBRN environment is severe—and it would be a game-changer. Moreover, it is important for high-level unit planners to know that units are well-trained and can survive and fight in the CBRN en- vironment. A standardized planning capability that does not leave technically solvent training to chance is required. The LVC-G unit training plan should prepare the unit to perform the wartime mission in a technically uniform man- ner through rehearsal of staff and unit collective tasks, from company down to platoon, squad, and crew level battle drills. The LVC-G unit training plan should provide for training in the unit classroom, the motor pool, or a live-training area. It should be designed to present training challenges using a crawl-walk-run methodology, while providing the capabil- ity to conduct repetitions to maximize training opportunity and master skills. The tools should allow the staff to conduct course-of-action development and wargaming by changing critical simulated battlefield variables. The LVC-G unit training plan is a combination of mod- els, simulations, and planning tools that facilitate learning by creating an ITE during live events (such as mounted and dismounted reconnaissance operations by small-team elements in support of home station and combat training center rotations). The LVC-G ITE will provide intuitive, adaptive mission command and situational awareness ca- pabilities for the command post and maneuver commander, thereby enabling commanders and leaders at all levels to be more effective, agile, and decisive in mission execution. (Continued on page 13)