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good cross section of instructors from the units in action. This helps the new replacements, in
that they have an opportunity to learn first-hand from an officer or NCO who is wearing the same
regimental badge and who can instruct and counsel them on what they might expect when they
join their unit.
3. Commanding officers should attempt to blend inexperience and experience as this will
ensure that a common standard is achieved throughout the unit and that experience is placed
where it is needed most.
4. The subjects which require refresher training after battle should be self-evident to the unit
and formation commanders. Since time will always be at a premium during these periods, it is
imperative that the correct training priorities are established. Annex AA is an example of training
directive issued during operations by Lieutenant General G.G. Simonds, GOC of 2nd Canadian
Corps on the 30th of July, 1944.
SECTION 6
SIMULATION
GENERAL
1. During peacetime, training will generally be constrained by the following factors:
a. manpower restrictions;
b. general fiscal constraints;
c. time;
d. limited experience; and
e. increased training requirements and costs to cater for training on sophisticated
weapons and equipments.
2. Once a mobilization plan is executed the constraint of manpower restrictions will be
replaced by the problem of large and immediate training loads. The total training system for
peacetime must be designed on such a way that it can cope with this increased load.
3. The trainer retains the responsibility to plan and conduct training which is efficient both
from performance and cost standpoints. Training simulators provide great potential in meeting
these responsibilities.
CAPABILITIES
4. A training simulator is any device which permits a trainer to reproduce to some degree
the actual performance, or part of the actual performance, required in a combat situation.
5. The employment of simulators should be considered under conditions where:
a. use of the actual equipment may be too costly;
b. use of the actual equipment by a new trainee may be too dangerous;
c. the actual equipment, or suitable ranges and training areas, is not available;
d. some particularly complicated sub-function of a task requires emphasis; or
e. there is a requirement for immediate feed-back to a student on his performance.
6. In the use of simulators the following principles must be followed:
a. A simulator must serve a clearly defined training need. If it does not, then it only
complicates the training problem.
b. Before simulation is employed, a careful analysis of the task must be conducted to
determine the nature of the learning problem and the associated requirements.
c. From this analysis, precise objectives for the training simulator and testing
standards must be defined.
d. The training simulator is merely an aid to effective job performance and is not an
end in itself. It is the task of the trainer to determine the most effective mix of
time on simulators and time on the actual equipment or tasks to produce the
required standard.
SCOPE
7. Simulators of exceptional scope and complexity are now available. The complexity of the
simulator is a general reflection of the complexity of the task being trained. Similarly, the
complexity of the simulator will be reflected in its cost.
8. The major categories of simulation which will be available are summarized below:
a. Direct Fire Simulators. Direct fire weapons can be simulated using sub-calibre
devices, laser or IR projections, television or movies, and electronic displays. The
complexity of simulators varies from the very simple to extremely complicated
devices which can simulate recoil and concussion, and provide feedback on firer
faults.
b. Indirect Fire Simulators. Current indirect fire simulators are of the sub-calibre
and pneumatic type. However, IR, laser and electronic simulators are being
developed which will project a fall of shot on terrain models.
c. Tracker Simulators. A variety of simulators are available to electronically
simulate the flight of both anti-tank and anti-aircraft missiles.
d. Fire Control Simulators. This type of simulator permits the control of indirect
fire on a terrain model. It is often used in conjunction with indirect fire simulators.
e. Explosives Simulators. A complete range of grenade, mine, demolition charge,
and battle effects simulators, such as artillery burst simulators, are available.
f. Engagement Simulators. Simulators have been developed which will permit
mock combat between opposing forces using a complete range of direct and
indirect fire weapons, aircraft and mines to produce casualty effects. These will
have a significant impact on realistic training for war.
g. Driver Simulators. Driver simulators are available which practice a student
driving over a model terrain. They incorporate all the characteristics of the vehicle
including noise and motion. Faults to the vehicle and various road conditions can
also be introduced.
h. Crew Interaction Simulators. Complex simulators to practice all functions of a
crew such as driving, gunnery, communications and command are being
developed to practice complete crews in working as a team.
j. Command and Control Simulators. Such simulators practise commanders and
staffs in command and control functions of formations and units. Complexity
varies from simple board games to computer simulation models.
k. Target Systems. Target systems are being developed to simulate hostile acts and
effects, such as effective return of fire.
m. Maintenance Simulators. Any type of mechanical or electronic system can be
simulated to test and train a student in fault finding.
n. Electronic Warfare Simulators. Simulators are available to present radar and
other electronic images and to practice students in ECM.
p. NBC Simulators. The effects of NBC weapons can be simulated through a
variety of non-toxic compounds.
CONCLUSION
9. There is tremendous scope for employment of training simulators in the land forces. The
training developer, in his assessment of requirements for such simulators, should always project
his mind forward to the impact that mobilization will have on the ability of the training system to [ Pobierz całość w formacie PDF ]