Common Battlefield Training for Airmen

Common Battlefield Training for Airmen

Thomas Manacapilli
Chaitra M. Hardison
Brian Gifford
Alexis Bailey
Aimee Bower
Copyright Date: 2007
Edition: 1
Published by: RAND Corporation
Pages: 164
https://www.jstor.org/stable/10.7249/mg624af
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  • Book Info
    Common Battlefield Training for Airmen
    Book Description:

    Air Force members who do not routinely cross a defended perimeter when deployed may not have received sufficient training for doing so when they need to. The authors conducted surveys and interviews to determine the kinds of experiences airmen have had "outside the wire," worked with subject-matter experts to categorize them and suggest training levels, and developed a series of recommendations for course content and further areas for study.

    eISBN: 978-0-8330-4428-0
    Subjects: Management & Organizational Behavior

Table of Contents

  1. Front Matter
    (pp. i-ii)
  2. Preface
    (pp. iii-iv)
  3. Table of Contents
    (pp. v-viii)
  4. Figures
    (pp. ix-x)
  5. Tables
    (pp. xi-xii)
  6. Summary
    (pp. xiii-xviii)
  7. Acknowledgments
    (pp. xix-xx)
  8. Glossary
    (pp. xxi-xxvi)
  9. CHAPTER ONE Introduction
    (pp. 1-4)

    Air Force senior leadership has recognized the need for all airmen to possess the skills that will enable them to survive and operate in an expeditionary environment. Increasingly, deployed airmen find themselves stationed at bases with active insurgencies operating in the area.

    In February 2004, the Secretary of the Air Force designated officers and airmen serving in seven specialties asbattlefield airmen. Also, the Chief of Staff of the Air Force has indicated that all airmen should regard themselves asexpeditionary airmen. Experience in recent conflicts has led to recognition that airmen require improved expeditionary combat skills. The Air Force...

  10. CHAPTER TWO Evaluation of Common Battlefield Airman Training
    (pp. 5-14)

    The CBAT course outline of October 20, 2005, specifies 39 specific combat tasks in the following seven core combat skill training areas:

    weapon training

    tactical field operations

    land-navigation field events

    self-defense techniques and individual combat skills

    physical fitness training

    medical

    communications.

    The outline sets out the proficiency standards to which these tasks will be taught. The course outline also specifies standards for three physical training (PT) events: running, swimming, and calisthenics. Finally, the CBAT plan specifies a maximum course length of 25 days.¹

    Currently, only four of the CBAT specialties receive any substantial training in combat skills as a condition...

  11. CHAPTER THREE Resource Requirements for the CBAT Course
    (pp. 15-24)

    Using the results from Chapter Two and the specific course content from each combat AFSC POI, we developed a strawman CBAT POI that meets the requirements of the course training standard. We used portions of each course resource estimate to identify the types of resources needed for a CBAT course.¹ To simplify the computation of requirements for training devices, we grouped training devices into kits. Table 3.1 is an example of two such kits. We created 34 kits, 30 of which are reusable training devices, and four are consumable.²

    We then used the RAND Schoolhouse Model to simulate a CBAT...

  12. CHAPTER FOUR Developing a CBAT Companion Course
    (pp. 25-40)

    In today’s military environment, deployed Air Force personnel, whose normal duties would ostensibly not require them to venture off base (tier-3), are in fact often asked to go outside the secure perimeter of the military base—OTW. The purpose of our CBAT companion research was to determine the following in view of this environment:

    What, if any, predeployment combat training do tier-3 individuals need?

    Should that training differ by AFSC or by deployment location?

    The research design focused most heavily on addressing the first question but did allow tentative conclusions on the second question.

    While the CBAT concept changed during...

  13. CHAPTER FIVE Next Steps
    (pp. 41-42)

    In this monograph, we evaluated the current CBAT course outline, comparing it to the training outlines for other courses, and concluded that CBAT will resemble an abridged version of the SF training program. On that assumption, we built a strawman CBAT POI and used it with the RAND Schoolhouse Model to estimate the resources required for a CBAT course. This is not a complete picture of the resources needed for all CBAT elements because we were not able to calculate the cost of facilities or consumables. We have, however, provided estimates for facilities and consumables to help the user calculate...

  14. APPENDIX A CBAT Course Description
    (pp. 43-48)
  15. APPENDIX B Development of CBAT Model Courses
    (pp. 49-54)
  16. APPENDIX C RAND Schoolhouse Model Data Inputs and Outputs
    (pp. 55-64)
  17. APPENDIX D CBAT Companion–Related Excerpts from the Air Force Lessons Learned Database
    (pp. 65-70)
  18. APPENDIX E CBAT Companion Survey Items
    (pp. 71-76)
  19. APPENDIX F CBAT Companion List of Incidents and SME Categorizations
    (pp. 77-136)
  20. Bibliography
    (pp. 137-138)