.DOCUMENT RESUME

ED 078 662 EM 011 205

AUTHOR Caro, Paul W., Jr.TITLE Equipment-Device Task Commonality Analysis and

Transfer of Training. Technical Report 70-7.INSTITUTION Human Resources Research Organization, Alexandria,

Va,SPONS AGENCY Office of the Chief of Research and Development

(Army), Washington, D.C.REPORT NO HumRRO-TR-70-7PUB DATE Jun 70NOTE 43p.

EX*0 PRICE MF-$0.65 HC-$3.29DESCRIPTORS Aircraft Pilots; *Comparative Analyr., ; Educational

Programs; Equipment Evaluation; *Flic t Training;Military Air Facilities; Military Training;*Simulators; *Task Analysis; Technical Reports;Trainers; Training; *Transfer of Training

IDENTIFIERS *Task Commonality Analysis; United States Army

ABSTRACTArmy researchers developed a system of procedures

designed to enable training personnel to assess the utility of anexisting flight training device for new training purposes. Suchadaptations became a salient feature of military training due to thecontinuous modification of operational equipment. Using a candidatedevice for-rotary wing training, they produced a system ofprocedures, called the Task Commonality Analysis (TCA), which allowedtraining personnel to: 1) identify task elements associated withcriterion perfozmance in the operational and training equipment; 2)compare the two sets of tasks; 3) estimate the extent to which taskcommonality is required for transferable training; and 4) specify thesynthetic training program most likely to result in maximum positivetransfer of training from device to operational equipment.Information derived from the TCA was used to predict transfer oftraining. Results indicated that the TCA provided an affective basisfor assessing the potential value of a training device; they alsoshowed the particular training device employed in this study to be oflittle use. (Author/PB)

N.0%IDcoN-- Technical Report 70-7 ADc)C:1IsM Equipment-Device

Task Commonality Analysis andTransfer of Training

by

Paul W. Caro

HumRRO Division No. 6 (Aviation)

June 1970

Prepared for:

Office, Chief ofResearch and Development

Department of the Army

Contract DAMC 19.70.C.0012

This document has beenapproved for public relecse

and sale; its distributionis unlimited.

CRDBES

DEPARTMENT OF THE ARMYOFFICE OF THE CHIEF OF RESEARCH AND DEVELOPMENT

WASHINGTON. D.C. 20310

6 June 1970

SUBJECT: Equipment-Device Task Commonality Analysis and Transfer cf

Training

TO:

1. The research described in this report was designed to develop pro-cedures that would enable training personnel to assess the utility ofan existing device for new training purposes. The system of procedures,called Task Commonality Analysis (TCA), was developed in connectionwith the evaluation of a device for Army rotary wing instrument flight

training. The procedures allow comparison of operational task stimulusand response elements with corresponding elements in synthetic trainingequipment. Application of Task Commonality Analysis to a candidate

device is described.

2. It was concluded that the system for evaluating a training deviceby comparison of its task elements with those of .operational equipmentprovides an objective basis for assessing the potential training valueof a device. It was alio concluded that relatively little task common-ality exists between the specific device assessed in this research and

the operational equipment.

3. This report should be of interest to those concerned with aviationtraining and to those involved in training program development in whichthere will be choices between the use of existing training devices andthe development of new devices.

FOR THE CHIEF OF RESEARCH AND DEVELOPMENT:

FRANK H. DUGGINSColonel, GSChief, Behavioral SciencesDivision

rJ

CotiC.)

Equipment-Device14./

Task Commonality Analysis andTransfer of Training

by

Paul W. Caro

This document has been approved for public release June 1970and sale; its distribution is unlimited.

U.S. DEPARTMENT OF HEALTH.EDUCATIC d& WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-OUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCAT !:.v POSITION OR POLICY.

Prepared for:Office, Chief of Research and Development

Department of the ArmyContract DAHC 194000012 (DA Proj 20062107A712)

HumRRO Division No. 6 (Aviation)Fort Rucker, Alabama Technical Report 70-7

HUMAN RESOURCES RESEARCH ORGANIZATION Work Unit ECHO IV

The Human Resources Research Organization (HumRRO) is a nonprofitcorporation established in 1969 to conduct research in the field of trainingand education. It is a continuation of The George Washington UniversityHuman Resources Research Office. HumRRO's general purpose is to improvehuman performance, particularly in organizational settings, through behavioraland social science research, development, and consultation. HumRRO's missionin work performed under contract with the Department of the Army is toconduct research in the fields of training, motivation, and leadership.

The findings in this report are not to be construed as an official Departmentof the Army position, unless so designated by other authorized documents.

Published

June 1970by

HUMAN RESOURCES RESEARCH ORGANIZATION300 North Washington StreetAlexandria, Virginia 22314

Distributed under the authority of theChief of Research and Development

Department of the ArmyWashington, D.C. 20310

FOREWORD

The overall objectives of Work Unit ECHO are to survey and evaluate currentsynthetic flight training in Army aviation; to determine experimentally the value ofselected flight training devices; and to establish guidance for the development andeffective utilization of flight training devices in present and future aviation trainingcurricula. Activities directed toward these objectives were begun by the Human ResourcesResearch Organization in FY 1964 at Fort Rucker, Alabama.

In Sub-Unit ECHO I, a survey of -synthetic flight training equipment and practiceswas conducted at the U.S. Army Aviation School and at aviation field units within thecontinental United States. In ECHO II, the training value of a device embodying thecaptive helicopter concept was evaluated. In ECHO III, an evaluation was conducted oftraining devices, designed originally for fixed wing training, used in a rotary winginstrument training _program. Costs associated with both flight and synthetic flighttraining in that program also were studied. The ECHO III research has been reported inIsley, Robert N., Caro, Paul W:, Jr., and Jolley, Oran B., Evaluation of SyntheticInstrument Flight Training in the Officer/Warrant Officer Rotary Wing Aviator Course,HumRRO Technical Report 68-14, November _1968; and Jolley, Oran B., and Caro, PaulW., Jr., A Determination of Selected Costs of Flight and Synthetic Flight Training,HumRRO Technical Report 70.6,- April 1970. The present Technical Report describesresearch conducted under ECHO IV. The ECHO HI and EC II0 IV research dealt with thesame training program and equipment. The research was performed and most of thereport preparation completed while HumRRO was part of The George WashingtonUniversity.

The ECHO research was performed by HumRRO Division No. 6 (Aviation) at FortRucker. The Director is Dr. Wallace W. Prophet; Dr. Paul W. Caro -is the Work UnitLeader. Military support for the study was provided- by the U.S., Army Aviation HumanResearch Unit, Fort Rucker. LTC 'Edward B. Covington, III, was the Unit Chief at thetime the research was conducted. LTC Ralph V. Gonzales was the Unit Chief duringpreparation of the draft report. LTC Dunell V. =Schull is the present Unit Chief.

HumRRO research for the Department of the Army is conducted under ArmyContract DAHC 19-70-C-0012. Training, Motivation, and Leadership research isconducted under Army Project 2Q062107A712.

Meredith P. CrawfordPresident

Human Resources Research Organization

A._

UMMARY AND CONCLUSIONS

MILITARY PROBLEM

A frequently occurring problem in Army Training is the adaptation of trainingequipment from one training requirement to another. Each time operational equipment'undergoes modification or a model change, the suitability of available training devicescomes into question. Frequently, when new equipment is procured, funds are notavailable for development of appropriate training devices to go with it, and improvisationsare adopted.

When the Army undertook instrument flight missions in rotary wing aircraft, notraining devices were available to support the necessary instrument training programs.Devices that were being used for fixed wing instrument training were modified to aquasi-rotary wing configuration and were used in rotary wing instrument training pro-grams. The effectiveness of the training given in these modified devices was subjected toexperimental investigation, and they were found to be of no demonstrable value inmeeting rotary wing instrument training objectives.

ECHO IV, a follow-up study, was undertaken to provide guidance as to means formore effective utilization of- the modified devices in meeting the Army's requirements forrotary wing instrument training. Because of the general nature of the problem of effectiveuse of available training devices, however, the follow-up study was oriented toward thebroader objective of developing generalizable, systematic, analytic procedures that wouldenable training personnel to assess the utility of a variety of existing devices for newtraining purposes.

RESEARCH PROBLEM

The use of existing devices for purposes for which they were not designed requiresanalyzing both an operational man-machine system and training devices designed for adifferent system in= order to ascertain where _common task elements lie. Using theinformation thus developed, principles of transfer of training may be applied to design atraining program to maximize positive transfer of training and minimize negative. Thedevelopment of procedures to accomplish such analyses was the research problem of thepresent study.

APPROACH

The approach taken in this study was to devise systematic procedures to:(1) Identify task elements associated with criterion performance in the opera-

tional equipment.(2) Identify task elements associated with performance in the training device.(3) Systematically and objectively compare task elements associated with per.-

formance in the equipment and in the device.(4) Estimate the extent to which task commonality is required for transferable

training to be feasible.(5) Specify the nature of the synthetic training program most likely to result

in maximum positive and minimum negative transfer of training from device to opera- .

tional equipment.

V

\

41.

RESULTS

Using the modified device employed in Army rotary wing instrument training as avehicle for the research, procedures were developed for an equipment-device TaskCommonality Analysis (TCA). Information derived through the TCA then was used topredict the occurrence of both positive and negative transfer of training from the deviceto the operational equipment. On the basis of these predictions, characteristics of trainingprograms for use with the device in rotary wing instrument training were stated.

CONCLUSION

It was concluded that the systematic comparison of task elements involved inperformance in training devices and operational equipment could provide an objectivebasis for development of effective training programs. The TCA procedures developed inthis study can be used wherever training programs are developed which include trainingdevices not optimized for use in the programs. Such situations occur wherever existingdevices are modified to meet new training requirements or when "off-the-shelf" devicesare procured for use in specialized training programs. .

In the case of the device employed as a vehicle for the research described in thisreport, it was concluded that relatively little task commonality exists between it and theoperational equipment. Predominantly negative transfer of training was predicted from itsuse, a prediction that tended to be supported by the earlier transfer of training study.

vi

:-:

CONTENTS

Page

Background of the Research 3

Introduction 3

The ECHO Ill Study 3

Problem and Approach 4

Military Problem 4

Research Problem 4

Research Approach 5

Development of Task Commonality Analysis Procedures 5

Analysis of Stimuli in the Operational Equipment 5

Analysis of Stimuli in the Training Device 6

Equipment-Device Task Element Comparison 7

Analysis of Criterion Performance 10

Determination of Training Program Characteristics 11

Transfer of Training Considerations 11

Response Commonality and Prediction of Transfer of Training 11

Aircraft Control 11

Communication 13

Additional Training Program Considerations 13

Environmental Simulation 13

Aircraft Malfunction 14

Development of a Training Program 15

Conclusion 15

AppendixA Displays and Controls Found in the TH13T Aircraft 19

B Displays and Controls Found in 1-CA1 Device Modified at USAAVNS to a RotaryWing Configuration 23

C Modified 1-CA-1 Displays and Controls Which Are Operational in a Majority ofthe Available Devices 25

D Analysis of a Representative Flight Maneuver Performed During a TacticalInstrument Mission irrihe TH13T Aircraft 27

Table1 TH-13T Displays and Controls and Their Counterparts in the Rotary Wing

Modified 1CA1 8

2 Ratings of Realism of Displays Important in Aircraft Control Common toBoth the TH-13T and the 1CA-1 9

3 Ratings of Realism of Controls Important in Aircraft Control Common toBoth the TH 13T and the 1-CA-1 9

vii

Equipment-DeviceTask Commonality Analysis and

Transfer of Training

16.

J

BACKGROUND OF THE RESEARCH

INTRODUCTION

Recent ex_pansion of Army aviation and the emphasis on helicopter operations haveput a heavier burden upon the Army's capability for training rotary wing aviators. Tomeet these increased aviator training requirements, training concepts and techniques havebeen adopted which reasonably can be expected to increase the efficiency of rotary wingtraining. The use of synthetic flight training devices, for example, has become widelyaccepted in Army aviator training programs. Their use is based on the assumption thattraining in the device (a) will transfer to the aircraft, and (b) is more efficient and/or lessexpensive than equivalent training given in the aircraft.

The Army is currently developing a system of rotary wing trainers designed specif-ically to meet its requirements for rotary wing synthetic training devices.' Pendingdevelopment of this Synthetic Flight Training System, however, the U.S. Army AviationSchool is relying on available devices in its rotary wing program. One such device is afixed wing instrument trainer, Device 1-CA-1, which has been modified to a quasi-rotarywing configuration. The modified 1-CA-1 is used to provide training in the skills requiredfor instrument flight to officer-students and warrant officer candidate-students enrolled inthe Tactical Instrument Phase of the Officer/Warrant Officer Rotary Wing Aviator Course(0/WORWAC).2

The 1-CA-1 was originally designed and manufactured in the late 1940s, and anumber of studies have indicated that training in the device can lead to reductions in theamount of flight time required to complete training programs for fixed wing aviators, orto improved aviator proficiency, or to both.' Until recently, however, no studies werereported of the effectiveness of this device when modified for use as a synthetic trainerin rotary wing instrument programs.

THE ECHO III STUDY

During FY 1967, an experimental evaluation was conducted as part of HumRROWork Sub-Unit ECHO III, to determine the contribution to inflight performance ofrotary wing synthetic training being given in modified 1-CA-1 devices at the U.S. ArmyAviation School! Students who received instruction according to the prescribed syllabusin these devices (in addition to a prescribed program of inflight training) were comparedwith students who received only half as much device instruction and to students whoreceived no device training at all. It was reasoned that differences in flight performance

'Paul W. Caro, Jr. "Adaptive TrainingAn Application to Flight Simulation," Human Factors, vol.11, no. 6, 1969, pp. 569.576; also issued as HumRRO Professional Paper 5-70, March 1970.

2For a brief description of 0/WORWAC, see: Robert N. Isley, Paul W. Caro, Jr., and Oran B.Jolley. Evaluation of Synthetic Instrument Flight Training in the Officer/Warrant Officer Rotary WingAviator Course, HumRRO Technical Report 68-14, November 1968, pp. 5-6.

3Smode, A.F., Hall, E.R., and Meyer, D.E. An Asseument of Research Relevant to Pilot Training,AMRL-TR-66-196, Aerospace Medical Research Laboratories, Wright-Patterson AFB, Ohio, November1966.

4HumRRO Technical Report 68-14, op. cit.

3

1.7

among groups, if any, would indicateth-6training contribution of the device and itsassociated programs of instruction to trainee flight performance.

The results of the ECHO HI study showed that, overall, there were no consistentindications that the device-trained groups differed from the groups without such training.The few significant differences among groups were irregular in direction and so few as tosuggest that they were chance findings. It was concluded that the synthetic instruction givenin the modified devices in the 0/WORWAC at the time of the study did not contributesignificantly to trainee flight performance.

The ECHO III research involved an evaluation of the modified 1-CA-1 device combinedwith the program of instruction then in use at the Aviation School. The study indicatedonly that the combination of the device and its associated training program contributednothing of significance to the development of trained pilots. It did not indicate whether theprimary deficiency lay with the device itself or with the associated synthetic training pro-gram, that is, whether the device was inherently unsuitable for the intended application orwhether it merely was being used in an ineffective manner. Therefore, a follow-up study wasundertaken to develop a program of synthetic flight instruction for use with the rotary wingmodified 1-CA-1. The intent of ECHO IV, the follow-up study, was to develop a programwhich would exploit the training capabilities of the device and, at the same time, avoidattempting to use it to teach flight skills for which it might be inappropriate.

MILITARY PROBLEM

PROBLEM AND APPROACH

The problem of making appropriate use of training devices is not restricted to rotarywing training or even to flight training generally. In a larger context, the Army and otherorganizations often face the problem of adapting training equipment from one task toanother. Each time operational equipment undergoes modification or a model change, thesuitability of available training devices comes into question. Frequently, when new equip-ment is procured, funds are not available for appropriate training devices to go with it, andimprovisations are adopted. The improvisationas with the 1-CA-1 traineris almost certainto be less than optimally suited for the instructional requirement, since it is not specificallymodeled on the operational tasks and equipment. It is consequently difficult for a trainingofficer to know how to use the device, or indeed, whether it is efficient to use it at all.

ECHO IV, therefore, in addition to investigating the possible usefulness of the 1-CA-lswith a revised training program, was oriented toward a broader objective: to develop sys-tematic, analytic procedures that would enable training personnel to assess the utility of anexisting device for a new training purpose (or to evaluate an "off-the-shelf" device for use infulfilling a specific training requirement). This orientation relegated the development of atraining program which could make effective use of the Army's rotary wing modified1-CA-1 to being an objective of secondary importance. Nevertheless, interest in improveduse of the modified 1-CA-1 made that device a desirable vehicle for the development of thebroader procedures.

RESEARCH PROBLEM

Ideally, equipment, job, required personnel characteristics, training devices, and pro-grams of instruction should be designed in concert with one anotherthe systems approachtaken in modern man-machine developments. Basic to developing the human factors andtraining aspects of a man-machine system is a careful and thorough identification, throughanalysis of operational requirements, of the tasks human beings will perform in that system.Training programs and training devices with associated programs of instruction can then bedeveloped from task analytic data, employing the psychological principles of transfer oftraining. That is, programs of training to be conducted using synthetic devices can bedevised to assure that knowledges and skills are acquired that are directly usable in opera-tional equipment (i.e., assure positive transfer), and also to assure minimum acquisition of

skills and knowledges that would interfere with performance using operational equipment(i.e., minimize negative transfer).

Applying the techniques of task analysis and the principles of transfer of training tothe development of training programs for existing devices is, essentially, a retrofit process.The use of existing devices for purposes for which they were not designed requires analyzingboth an operational man-machine system and existing training devices designed for a dif-ferent system, in order to ascertain which 1,q1- e' 'its are common, and then applyingprinciples of transfer of training, on a po' h , to develop a program to maximizepositive transfer and minimize negative.

From the research perspective, it is necessary to develop a systematic procedure toaccomplish this. Such a procedure might be called an equipment-device Task CommonalityAnalysis (TCA). Task elements found to be common to the operational equipment and thedevice can then be used as the raw material for study. At one extreme, the TCA mightindicate there is essentially no potential for positive transfer of training, either becausecommon elements are lacking, or because interference elements cannot be avoided. At theother extreme, the TCA might identify sufficient commonality to assure probable substan-tial positive transfer of training with few, if any, interfering elements being present.

..

RESEARCH APPROACH

The approach in this study, therefore, consisted of devising systematic procedures to:(1) Identify task elements associated with criterion performance in the opera-

tional equipment.(2) Identify task elements associated with performance in the training device.(3) Systematically and objectively compare task elements associated with per-

formance in the equipment and the device.(4) Estimate the extent to which task commonality is required for transferable

training to be probable.Once procedures for an equipment-device TCA have been devised, it then becomes

possible to determine the characteristics of a training program for use with the device thatwould be consistent with the psychological principles of transfer of training.

DEVELOPMENT OF

TASK COMMONALITY ANALYSIS PROCEDURES

ANALYSIS OF STIMULI IN THE OPERATIONAL EQUIPMENT

Criterion performance in the Tactical Instrument Phase of the O /WORWAC,s thecourse which served as a vehicle for the present research, consists ofaccomplishing, during asimulated tactical instrument flight, certain aircraft and navigation tasks. These tasks involvemaking specific responses to stimuli present during the flight. The first part of the problemfound in the present study was that of specifying the stimuli present in the criterionsituation and the responses elicited by them.

s The Tactical Instrument Phase of the 0/WORWAC, introduced in late 1965, was designed toprepare rotary wing aviators to operate under instrument flight conditions in a tactical situation.Graduates were qualified for a Tactical Instrument Rating. The Standard Instrument Rating, whichallows graduates to operate under FAA Instrument Flight Rules,at the time of the research was awardedfollowing completion of another training course, the Helicopter Instrument Flight Course. Many flightskills were common to these two courses. Since this research was conducted, the Tactical InstrumentPhase of the 0/WORWAC has been replaced by a phase leading to the award of a Standard InstrumentRating. Further information about the training relevant to the present study may be found in HumRROTechnical Report 68-14, op. cit.

5

These inflight stimuli are of two types: (a) hardware, that is, the displays andcontrols found inside' the cockpit of the aircraft; and (b) non-hardware, that is, thefactors which relate to the mission being flown. Examples of non-hardware stimuliinclude environmental influences, such as winds, and verbal instruction received via radio,such as flight clearances.

Appendix A contains a list of all displays and controls found in the TH-13T aircraft,and was compiled by examining the aircraft itself and its Operator's Manual.' Since thepurpose of the list was to enable the researchers to identify all the hardware stimuli towhich an aviator might be responding during criterion performance, the list is exhaustive.For example, in identifying the displays and controls, no assumptions were madeconcerning whether any item had significance for training. The complete listing of thesehardware stimuli is given in.Appendix A.

The question of whether a particular stimulus in the criterion equipment hasrelevance for training must be resolved if a determination is to be made concerning theadequacy of a synthetic training device. To resolve the question with respect to theTH-13T hardware stimuli, the list was given to six instructor pilots whose primary dutyat the time was to conduct Tactical Instrument Training in the 0/WORWAC. Theinstructors were told to, "Delete from this list all those displays and controls which arenot employed in the conduct of 0/WORWAC Tactical Instrument Training in theTH-13T."

It was the consensus of the instructors queried that trainees in the course understudy were required to respond to all displays and controls in the TH-13T cockpit exceptthose associated with the VOR and IIS instrument navigation equipment. These items areso indicated in Appendix A.

With respect to non-hardware stimuli, interviews of these same instructor pilotsverified that, during criterion performance, aviators are required to respond to all radioand interphone communications directed to them or their aircraft, electromagnetic signalsreceived from ground-based radio navigation facilities, and factors associated with theweather through which the aircraft is flying.

ANALYSIS OF STIMULI IN THE TRAINING DEVICE

Paralleling the determination of the stimuli to which an aviator responds in theoperational equipment, was the determination of the stimuli to which he must respond inthe training device. These stimuli also are of two typeshardware and non-hardware.

Appendix B contains a list of all the displays and controls found in those 1-CA-1devices at the U.S. Army Aviation School which have been modified to a quasi-rotarywing configuration. As is the case for the TH-13T, the list of modified 1-CA-1 displaysand controls is exhaustive. The modifications were made locally by personnel assigned tothe Aviation School, and there is some variation from device to device. Therefore, incompiling the list, each' device was examined, and the items contained in Appendix B

are not all found in any one device.In addition to a lack of standardization among these devices with respect to the

presence of specific displays and controls, a number of the items, generally present in the

6For the purposes of the present study, only stimuli present within the cockpit during flight wereconsidered. Since the 1-CA-1 devices were designed to simulate flight under instrument flight conditions,i.e., weather, and since no out-of-the-cockpit visual displays are incorporated in it, no consideration wasgiven to stimuli unique 0 flight under visual flight conditions.

'TM 55-1520-226-10, October 1969.'There were 51 such devices at the time of the research reported here.

6

devices, do not function or function in such manner that they are not considered usableby the device instructors. For example, most of the engine-instrument displays that arepresent do not function at all; the standby compasses incorporate errors as high as 600;the engine tachometer registers zero RPM when the master switch is off and a fixedoperational value when the master switch is on. Further, some of the displays andcontrols in the device have no counterpart in the TH-13T, such as the pitot heater switchand the trainer lock-release lever.

Accordingly, a revised list of displays and controls was prepared and is presented inAppendix C. It contains all of the hardware stimuli that were considered appropriate forconsideration in this study, that is, all those displays and controls which (a) are operable,and (b) are found in a majority of the rotary wing modified 1-CA-1 devices. It is the listin Appendix C which was used for further study.

With respect to non-hardware stimuli, it was determined that verbal instructions, simu-lating radio and interphone communications, can be given to trainees in the device through aheadsetthe simulation originating from the instructor of the device's instructor station. Inaddition, electromagnetic signals from a singlebut programmableground radio navigationstation, wind velocity and direction, and turbulence levels may be simulated.

EQUIPMENT-DEVICE TASK ELEMENT COMPARISON

The lists of controls and displays (hardware stimuli) found in the operational environ-ment and in the training device were compared. For each stimulus in the TH-13T, a com-parable stimulus was sought in the device. In some cases, almost identical counterparts werefoundfor example, both contain an Airspeed Indicator and a Cyclic Control. In othercases, some variation occurred between the aircraft and the trainer, but a common functioncould be identified; for example, the Microphone Switch in the device is comparable infunction to both the Radio Microphone Switch and the ICS Microphone Switch in theTH-13T, and the aircraft's Elapsed Time Clock performs (but is not limited to) the functionof the trainer's Eight-Day Clock. Table 1 contains a list of all of the TH-13T displays andcontrols for which counterpart items could be identified in the modified 1-CA-1.

In order to evaluate the degree of similarity between the two sets of stimuli, 11TH-13T instructor pilots from the Tactical Instrumeht Phase of the 0/WORWAC wereasked, while "flying" typical modified 1-CA-1s, to evaluate each of the device's 10 displaysthat are identified in Table 1. The instructors indicated independently their opinions as towhether the (a) appearance, and (b) function of each of the displays were realistic orunrealistic in comparison with the corresponding instrument in typical Army helicopters.9In Table 2 the instructor evaluationsor "realism ratings"are summarized as percentagesrated "realistic"1° for each of the displays. The instructors reported that, without excep-tion, the evaluated displays were realistic in both appearance and function. Thus, it wasconcluded that stimulus commonality does exist between these displays in the trainer and inthe operational equipment.11

9The comparisons were made between the 1-CA-1 and a hypothetical "typical Army helicopter"rather than the TH-13T specifically. The reason for this comparison was the assumption that traininguseful for typical helicopters probably would be useful in the TH-13T. The TH-13T of course, is atypical Army helicopter in many respects, although it is not employed tactically.

"realism ratings" were twopoint scales, so far as individual raters were concerned: realisticor unrealistic. The purpose of a two-point scale was to increase the probable reliability of each rating.

"It should be noted that the comparisons made by these instructors were made under dynamicconditions appropriate to the task under study, i.e., while the devices were being "flown." It wasPresumed that the realism judgments were made in relation to corresponding displays in a typical Armyhelicopter under dynamic, i.e., flight, conditions.

7

Table 1

TH-13T DISPLAYS AND CONTROLS AND THEIR COUNTERPARTS INTHE ROTARY WING MODIFIED 1-CA-1a

Rotary Wing Modified 1-CA-1 Device TH-13T Aircraft

Displays

Airspeed IndicatorAttitude IndicatorAltimeterTurn and Slip IndicatorRadio Magnetic Indicator Heading Card

Vertical Velocity IndicatorManifold Pressure GageRadio Magnetic Indicator ADF Pointer8-Day ClockRadio Call Label

Airspeed IndicatorAttitude IndicatorAltimeterTurn and Slip IndicatorBearing Heading Indicator (BHI) Heading

CardVertical Velocity IndicatorManifold Pressure GageBearing Heading Indicator ADF PointerElapsed Time ClockRadio Call Placard

Controls

CyclicPedalsCollectiveAttitude Indicator Pitch Adjustment

ControlAltimeter Setting ControlIgnition SwitchMaster Off-G.. SwitchVolume ControlMicrophone Button8-Day Clock Set and Control KnobInstrument Lights Off-On SwitchCockpit Lights Rheostat

CyclicTail Rotor Control PedalsCollectiveAttitude Indicator Pitch Adjustment

ControlAltimeter Setting ControlIgnition SwitchBattery On-Off SwitchSignal Distribution Volume ControlRadio and ICS Microphone SwitchesElapsed Time Clock Set and Control KnobInstrument Light Circuit BreakerCockpit Lights Rheostat

'Only displays and controls that are used in tactical instrument training are included.

The commonality of the controls identified in Table 1 was determined in a similarmanner. The same 11 TH-13T instructor pilots, while seated in typically modified1-CA-1s, were asked to provide realism ratings of the 1-CA-1 controls along five dimen-sions: (a) appearance, (b) location, (c) direction(s) of movement, (d) control feel, that is,amount of pressure required to activate the control and the tactual feedback to the pilot,and (e) the effect of control activation upon the appropriate displays. The realism ratingsfor the 12 controls involved are indicated in Table 3. With respect to the dimensionsevaluated, it can be seen that the Cyclic, Pedals, Collective, Master Off-On Switch, andInstrument ,Lights Off-On Switch tended to be rated as unrealistic in comparison tocorresponding controls in typical Army helicopters, while the other seven controls tendedto be rated as realistic.'

The realism of non-hardware stimuli associated with the device was judged by theresearch staff after consultation with TH-13T instructor pilots. It was decided that

1 2 The previous note concerning the dynamic conditions under which the ratings of display realismwere made, applies to the rating of controls as well.

8

Table 2

RATINGS OF REALISM OF DISPLAYSIMPORTANT IN AIRCRAFT CONTROL

COMMON TO THE TH-13T AND THE 1-CA-15

DisplayPercent Realistic

Appearance 1 Function

Airspeed Indicator 91 73Attitude Indicator 73 91Altimeter 91 91Turn and Slip Indicator 73 91Radio Magnetic Indicator

Heading Card 100 100Vertical Velocity Indicator 73 91Manifold Pressure Gage 64 73Radio Magnetic Indicator

ADF Pointer 100 100

8-Day Clock 100 82Radio Call Label 80 100

*The data indicate the percentage of the 11 respond-ing TH-13T pilots who rated each instrument realistic orunrealistic in terms of its appearance and function.

...

Table 3

RATINGS OF REALISM OF CONTROLS IMPORTANT IN AIRCRAFT CONTROLCOMMON TO BOTH THE TH-13T AND THE 1-CA-15

Controls Appearance Location IDirection(s)of Movement

ControlForces

Effect UponDisplays

Cyclic 36 9 9 64 78

Pedals 45 55 9 45 55

Collective Pitch 27 9 100, 36 27

Attitude Indicator HorizontalAdjustment Control 73 82 91 71 90

Altimeter Adjustment Control 100 100 100 100 100

Ignition Switch 80 55 80 86 70Master Off-On Switch 27 9 56 57 25

Volume Control 64 55 $0 70 67

Microphone Button 73 78 100 86 1008-Day Clock Set and Control

Knob 91 55 100 100 100

Instrument Lights Off-OnSwitch 0 9 40 50 44

Cockpit Lights Rheostat 55 45 100 100 91

"The data indicate the percentage of II responding 111-13T instructor pilots who rated each controlrealistic or unrealistic in terms of the appearance, location, etc.

9

simulated radio and interphone communication were essentially identical in content andof generally superior quality to such communication in the TH-13T during an operationalmission. Electromagnetic signals from simulated ground stations affect navigation instru-ment displays in the trainer in a manner essentially identical to the manner' in whichcorresponding displays are affected in the aircraft. Aural identifiers associated withground radio navigation facilities, however, are not present in the trainer.

The influences of winds upon the aircraft are represented realistically in the device,since both wind direction and velocity are simulated. Turbulence may be simulated, butthe levels involved are not as great as are sometimes experienced in the aircraft. Effectsof other weather factors, such as rain and ice, cannot be simulated in the device, butmagnetic variation may be simulated realistically.

ANALYSIS OF CRITERION PERFORMANCE

The portion of the TCA described above suggests some limits that might be placedupon the use of a training device in a specific training situation, but the extent to whichcommonality is required for training to take place also must receive attention. Sub-jectively, it might be suspected, for example, that a low realism rating for the device'sInstrument Lights Off-On Switch might not be a severe limitation to use of the device forinstrument training. It might even be suspected that effective training could be providedin the device with no such control present at all. The question which arises, then, is:What stimuli are required in order to use a device for training oriented toward a specificoperational requirement? In other words, what are the stimulus components of criterionperformance?

In order to answer this question, an analysis was made of representative flightmaneuvers" involved in criterion performance. Again using the 0/WORWAC as thevehicle for the research, these maneuvers consisted of a TH-13T instrument take-off andclimb to altitude; an ADF orientation, tracking, approach and missed approach; holdingover a beacon; and an autorotation. In addition, accelerations, decelerations, turns, andrecovery from unusual attitudes were included in the analysis. Performance of theseManeuvers under limited visibility conditions constitutes most of the Army's tacticalinstrument mission. Consequently, the aircraft displays and controls involved in them arethose which are the most significant from the standpoint of the training course understudy.

The analysis of the instrument take-off and climb is included in this report asAppendix D .1 order to illustrate. the level of detail involved in these analyses. It will benoted that emphasis is placed upon identification of the stimuli and responses involved inthe execution of the maneuvers analyzed. Thus, the analysis identified the TH-13Tdisplays and controls which are required to be employed in the accomplishment ofcriterion performance. In addition, it identified the responses a pilot makes to thesestimuli while accomplishing criterion performance. Non-hardware stimuli were notaddressed directly in these analyses; however, their effects constitute seccindary taskswhich must be performed by the trainee, such as responding to instruction received viaradio and overcoming the effects of environmental factors while controlling the aircraft.

The task analysis indicated that, during the maneuvers analyzed, each of the TH-13Tdisplays identified in Table 1 provided necessary stimuli to the pilot except the Radio

13An analysis of all aspects of the tactical instrument mission of Army aviation, as performed inthe TH-13T aircraft, was beyond the capability of the research staff with the resources available. Whilesuch an analysis would be desirable for purposes of developing an optimum, mission-oriented instrumenttraining program for the Army aviator, the analysis of representative portions of the operational missionwas judged adequate to provide data for the present research.

10

Call Placard. The analysis assumes that the information contained on the Placard isknown to the pilot, and he therefore does not need to refer to it during the maneuversanalyzed.

The analysis also indicated a display required to perform these maneuvers in theaircraft which is not contained in Table 1, the Engine and Rotor Tachometer.

The analysis also indicated that each of the TH-13T controls listed in Table 1,except the Attitude Indicator Pitch Adjustment Control, the Ignition Switch, the BatteryOn-Off Switch, the Instrument Light Circuit Breaker, and the Cockpit Lights Rheostat,were necessary to performance of the maneuvers analyzed. The analysis assumed, how-ever, that the Attitude Indicator Pitch Adjustment Control has been set properly;otherwise performance of these maneuvers would be unduly difficult. The analysis alsoindicates an important omission from Table 1, the Throttle Control, about which morewill be noted later.

DETERMINATION OF TRAINING PROGRAM CHARACTERISTICS

TRANSFER OF TRAINING CONSIDERATIONS

The purpose of developing the analytic procedures described above was to make itpossible to predict transfer of training accomplished in the device to the operationalequipment. Principles of transfer of training, therefore, must enter into consideration.The .principles which may be used as guidelines for forecasting improved criterionperformance as a result of device training may be summarized as follows:

(1) Positive transfer will occur when both stimuli and responses are similar inthe training situation (e.g., the 1-CA-1) and the criterion situation (e.g.,tactical instrument flight in the TH-13T).

(2) Negative transfer will occur when the stimuli are similar in the training andthe criterion situations, but the responses to the similar stimuli aredifferent.

The intent of device training is, of course, to maximize those situations where positivetransfer may be predicted and to avoid completely, if possible, those situations in whichnegative transfer may be predicted.

RESPONSE COMMONALITY AND PREDICTION OF TRANSFER OF TRAINING

The TCA described above identified the stimuli and responses involved in criterionperformance and the extent to which those, stimuli are common to both the operationalequipment and the training device. The neat consideration to be addressed is responsecommonality, that is, the extent to which responses made in the criterion environmentmay be made in the training device. With information concerning both stimulus andresponse commonality in hand, prediction of positive or negative transfer of training willbe possible.

Aircraft Control

The more obvious responses under consideration are those related to aircraft control,and they were identified in the analyses described above of criterion performance.Aircraft control may be defined as the actions of the pilot as he closes the loop betweendisplayed information and control inputs in order to maintain a steady state condition orto proceed from one steady state condition to another. Thus, in controlling the aircraft

11

(or simulated aircraft), the pilot responds through the aircraft controls to information(stimuli) he receives. Where relatively inexperienced instrument students are concerned,this information comes principally from instruments on the panel and feedback from thecontrols themselves. Proprioceptive and auditory cues associated with aircraft motion andsound have relatively little effect upon transfer of training during early stages oftraining.'4

The displays used in aircraft control that are common to both the TH-13T and themodified 1-CA-1 (see Table 1) are (a) the Airspeed Indicator, (b) the Attitude Indicator,(c) the Altimeter, (d) the Turn and Slip Indicator, (e) the Bearing Heading Indicator(BHI) Heading Card, (f) the Vertical Velocity Indicator, and (g) the Manifold PressureGage. Except for the Manifold Pressure Gage, which is the primary indicator of theamount of power applied by the pilot, these instruments are useful for those aspects ofaircraft control that do not involve aircraft subsystem control (e.g., engine and fuelsubsystem control).

Reference to Table 2 indicates that these seven instrument displays were generallyjudged to be realistic in both appearance and function. Thus, it was concluded thatsimilarity exists between these seven stimuli in the training device and in the criterionenvironment.

The analysis of maneuvers performed in the TH-13T indicated a display importantto aircraft control which is not present in the 1-CA-1. It is the Engine and RotorTachometer." The absence of this important display constitutes a significant dissimi-larity of stimuli between the training and the criterion situation.

The responses important to aircraft control require the appropriate manipulation bythe pilot of certain levers, pedals, switches, knobs, and so forth, in the aircraft orsimulated aircraft. The controls identified in the criterion performance analysis as beingimportant to aircraft control that are common to both the TH-13T and the 1-CA-1 weredetermined to be (a) the Cyclic, (b) the Pedals, (c) the Collective, (d) the AltimeterSetting Control, (d) the Signal Distribution Volume Control, (f) the Radio MicrophoneSwitch, and (g) the Elapsed Time Clock Set and Control Knob.

Reference to Table 3 indicates that four of these controls were judged to berelatively realistic in the modified 1-CA-1. The Cyclic, Pedals, and Collectivecontrolswhich play an important role in aircraft controlwere judged to be relatively unrealisticin either direction of movement or effect upon displays. The consensus of the pilots whomade the realism ratings was that the Cyclic and the Pedals required unrealistic directionsof movement (in order to obtain a given effect), and the Collective had an unrealisticeffect upon the appropriate displays when comparison was made with typical Armyhelicopters. Thus, it must be concluded that dissimilarity exists between responsesrequired to operate the three most important controls used in the training and in thecriterion situations.

The TCA indicated an important omission from the list of common controls: theThrottle. Since adjustment of the Throttle is required in the TH-13T whenever a changeis made from one steady state condition to another, the lack of a Throttle in themodified 1-CA-1 constitutes an important dissimilarity in response capability between thetraining and the criterion situation.

Two facts significantly limit the potential of the device from the standpoint oftransfer of training: (a) training involving power adjustment through the Throttle inresponse to information displayed on the Engine Tachometer cannot be provided in the

"Smode, A.F., et at, op. cit.l S An instrument labeled Engine Tachometer is present in the 1-CA-1. It does not function,

however. For purposes of this research, instruments and controls in the 1-CA-1 which do not functionare considered to be missing.

12

1-CA-1, and (b) Throttle (i.e., RPM) control is an important aspect of the aircraft controltask in the TH-13T. Furthermore, the fact that the displays in the 1-CA-1 and theTH-13T are similar, but the responses required to operate the Cyclic, Pedals, andCollective are dissimilar, leads to a prediction of negative transfer of training from the1-CA-1 to the TH-13T where aircraft control skills are concerned. Only in the relativelyinsignificant cases of training pilots to adjust the altimeter, set the clock, adjust radiovolume, and speak through the microphone, are the stimuli and responses involvedappropriate to a prediction of positive transfer of training from the training device to thecriterion equipment.

Communication

Under instrument conditions, communication takes place between the pilot and thecopilot, and between the pilot or copilot and certain found stations. Communicationstimuli are received through earphones' 6 in both the TH-13T and the 1-CA-1. Simulationof the copilot and of ground communication stations can be provided in the 1-CA-1 bythe device operator. The stimuli presented to the pilot to simulate these two sources ofcommunication were judged by the research staff to be realistic in the 1-CA-1. (exceptthat the signal received by the pilot in the device typically is superior in quality to thatreceived in the TH-13T).

From the response standpoint, the pilot of the 1-CA-1 has only two operablecommunications controls which have counterparts in the TH-13T, the Microphone Buttonand the Volume Control. It was the consensus of the TH-13T instructor pilots whoevaluated the 1-CA-1 display and controls, as indicated in Tables 2 and 3, that these twocontrols were realistic when compared to the corresponding controls in typical Armyhelicopters. Thus, within the limitation imposed by the availability of only two communi-cation controls, the stimuli and responses necessary to tactical instrument communicationare similar in the 1-CA-1 and the TH-13T. Positive transfer can be predicted.

The communication function of tuning radios, as required in the TH-13T, is notpossible in the 1-CA-1. It should be noted, however, that this function is performed bythe copilot in the TH-13T, upon verbal instruction from the pilot. This situation may besimulated in the 1-CA-1 by instructing the device operator to perform the radio tuningfunction when requested to do so by the trainee.

ADDITIONAL TRAINING PROGRAM CONSIDERATIONS

The modified 1-CA-1 was investigated to determine whether it had any capabilitiesthat might contribute positively to its training usefulness but that had not been noted inthe systematic analyses described above. In addition, the 0/WORWAC Tactical Instru-ment Training syllabus was reviewed to identify any areas of training that might beconducted, in part, in the modified 1-CA-1-but that had not otherwise been noted in thepresent study. Two such areas were noted for further investigation.

Environmental Simulation

The 1-CA-1 provides the capability of simulating three aspects of the environment inwhich the simulated aircraft operates: wind direction and intensity, turbulence, andelectromagnetic signals. The similarity of the stimuli presented by this simulation to the

"Earphones are not identified as common equipment in Table 1. Earphones are contained in thepilot's personal flight helmet which he uses in the TH-13T, rather than being an integral part of theaircraft. Headsets are integral to the training device.

13

pilot in the modified 1-CA-1 and the TH-13T was observed by the research staff, and,after consultation with the TH-13T instructor pilots, was judged to be realistic. Theeffect upon aircraft navigation of simulation of wind direction and intensity subjectivelycorresponds closely to the corresponding effect in the TH-13T. The simulation ofturbulence in the device corresponds subjectively to that experienced in the TH-13T,except that the degree of turbulence in the device is not as great as that which may beexperienced in the aircraft. Simulations in the device of all electronic signals whichoriginate outside the aircraft (e.g., ground-based radio navigation stations) were judged tobe realistic representations of the corresponding signals in the aircraft with oneexceptionaural station identifiers typically are missing. This defect in the simulation isconsidered of little consequence in the present instance, since the information the auralstation identifiers provide is redundant.

Thus, the extra-aircraft environmental stimuli presented in the modified 1-CA-1 andthe TH-13T are similar. The responses made to these stimuli all involve, to one degree oranother, manipulation of the controls of the aircraft; therefore, the above commentsdealing with aircraft control apply. It should be noted, however, that certain proceduralaspects of the responses required to environmental effects are similar in the training andcriterion situations in spite of the dissimilarity of aircraft control responses. For example,corrections for wind are similar, procedurally, in the two situations, although the specificpsychomotor responses required of the pilot are dissimilar.

Training in the modified 1-CA-1 in the procedural aspects of responding to environ-mental stimuli may be predicted to result in positive transfer to the critenon situation,although certain aircraft control responses being practiced during such training will leadto negative transfer. The net result of such training is questionable, since most of theresponses which must be made to environmental stimuli involve aircraft control to agreater degree than procedures.

Aircraft Malfunction

Too few of the displays and the controls in the modified 1-CA-1 are sufficientlysimilar to those of the TH-13T to justify consideration of using the training device totrain pilots to cope with TH-13T systems (e.g., engine) malfunctions. Malfunctions ofcertain instruments, however, can be simulated in the device in order to teach the pilotto fly under "partial panel" conditions. In the case of attitude control, for example, theAttitude Indicator may be failed in the modified 1-CA-1 by turning the Artificial HorizonOn-Off Selector to the Off position. The simulation of failure of other instruments maybe accomplished simply by taping a mask over the instruments and requiring the pilot tofly by reference to the remaining unmasked instruments.

The simulation of instrument malfunctions in the modified 1-CA-1 is realistic whencompared to the malfunction of corresponding instruments in typical Army helicopters inthat such simulation requires the pilot in the device to resort to the remaining instru-ments for the appropriate stimuli for aircraft control. Although the stimuli are realistic,the responses required of the pilot are those of aircraft control, and the previouscomments concerning transfer of aircraft control training apply. So far as training in themodified 1-CA-1 to cope with instrument malfunction in the TH-13T is concerned,negative transfer is predicted.

An important part of "partial panel" training is teaching the pilot to respondcorrectly to the standby compass. The standby compass, however, is not consideredoperable in the modified 1-CA-1. Therefore, those aspects of "partial panel" flighttraining which depend on this instrument (i.e., training for compass lead, lag, accelera-tion, and deceleration effects) cannot be provided in the device.

14

DEVELOPMENT OF A TRAINING PROGRAM

The analyses described also provide the basis for the development of a trainingprogram. In such activity, the two rules to be followed are: (a) maximize positive transferof training, and (b) minimize negative transfer of training.

In the case of the specific training program which was the subject of analysis in thisstudy, it is apparent that significant improvements in criterion performance will not resultfrom a new program of instruction for the old device. It would appear that nothing canbe done to avoid some amount of negative transfer of aircraft control training from themodified 1-CA-1 to the criterion situation because any use of the device likely to lead topositive transfer of other skills inevitably will require the trainee to practice inappropriateaircraft control responses.

As a consequence of this situation, the design of a new program of instruction, anoriginal objective of the research program of which this report is a part, was determined--to be of insufficient value to the Aviation School to warrant an extensive developmentprogram. Nevertheless, any degree of improvement in the 0/WORWAC training programwould be of some value. Therefore, Changes in emphasis in the training being conductedin the modified 1-CA-1 devices would probably be of benefit by providing slightimprovements in aviator proficiency in the aircraft. These changes in emphasis areindicated below:

(1) The best way to avoid negative transfer of skills is to eliminate the sourceof the negative transfer. This could be done in the 0/WORWAC by teaching traineesattitude flying in the TH-13T before any training is given in the 1-CA-1. All aircraftcontrol training could be provided in the aircraft. After the trainee has learned to controlthe aircraft, the incompatible responses he must make in the 1-CA-1 while learningprocedures will be less likely to interfere with subsequent criterion performance.

(2) It is useless to require the trainee to develop high skill levels in the controlof the 1-CA-1; being able to "fly" the 1-CA-1 to tight tolerances has no intrinsic value interms of performance in an aircraft. Being able to control altitude to ±100 feet in the1-CA-1, for example, will not enable him to control altitude any better in the TH-13T. Infact, the reverse may be. true.

(3) It would be desirable to minimize instruction in maneuvers in the 1-CA-1which involve frequent throttle adjustment. The absence of a throttle and. an enginetachometer in the 1-CA-1 is possibly a major source of negative transfer of training.

'... Attempting to teach acceleration and deceleration, for example, can only make badmatters worse.

(4) It would appear that use of the 1-CA-1 in the tactical instrument trainingprogram can be justified only for procedures training. Therefore, instruction in which thedevice is used would most profitably concentrate on procedures. Emphasis on anythingother than procedures should be avoided, even to the extent of allowing very "sloppy"flying.

CONCLUSION

The primary objective of the research described here, to develop systematic, analyticprocedures that will enable training personnel to assess the utility of an existing devicefor a new training purpose, was met. These procedures permit the estimation of thetransfer of training value of a device when employed in a new or a to-be-developedtraining program and provide substantive guidance to the training officer responsible forefficient use of the device.

15

The procedures were applied to an existing training system where the transfer oftraining value of a flight training device had been determined empirically during earlierresearch. A general lack of task commonality was found between the device and theoperational aircraft, and predictions were made that the device would have little transferof training value. These predictions were generally compatible with the findings duringthe earlier research that, overall, there were no consistent indications that the device-trained groups differed, in terms of performance in the aircraft, from groups withoutsuch training.

Applications of these analytic procedures are not limited to evaluations of existingdevices in new training programs. Other applications include:

(1) Comparison of several devices, either in the inventory or available com-mercially, to determin! which one would be-best suited for a known training devicerequirement. Situations where such an application would be appropriate include those inwhich a less-than-fully satisfactory device might provide an interim solution to a trainingproblem while an appropriately designed device is being developed.

(2) Investigation of a prototype device to verify the suitability of its designprior to awarding follow-on procurement contracts. Situations where such an applicationwould be appropriate include those in which circumstances preclude immediate empiricalvalidation of the prototype's design features.

(3) Analystg of existing training programs in which training devices areemployed to determine whether optimum use is being made of those-devices.

The procedures described in this report are general in application. Throughout theirdevelopment, it was intended that they apply to all military as well as nonmilitarysituations in which training devices are employed in the development of operationallyrequired skills.

The secondary objective of this research, to develop a training program which couldmake effective use of the Army's rotary wing modified 1-CA-1, was not met. Theapplication of the analytic procedures to the training situation in which that device wasemployed led to the conclusion that significant improvements in criterion performancewould not result from a new program of instruction for the old device due to negativetransfer factors previously discussed.

16

APPENDICES

Appendix A

DISPLAYS AND CONTROLSFOUND IN THE TH13T AIRCRAFT

I. Displaysk Flight instruments

(1) Airspeed Indicator(2) Standby Compiles(3) Standby Compass Deviation Card(4) Attitude Indicator(5) Attitude Indicator Power Off Warning Flag(6) Altimeter(7) Vertical Velocity Indicator(8) Bearing Heading Indicator Heading Card(9) Bearing Heading Indicator Deviation Card

(10) Turn and Slip IndicatorB. System Status Instruments

(1) Chip Detector Light(2) Fuel Boost Fail Light(3) Heater Fail Light(4) Inverter Fail Light(5) Cylinder Head Temperature Indicator(6) Fuel Gage(7) Loadmeter(8) Engine Gage

(a) Engine Oil Temperature(b) Transmission Oil Temperature(c) Oil Pressure(d) Fuel Pressure

(9) Tachometer(a) Rotor(b) Engine

(10) Manifold Pressure Gage(a) Manifold Pressure(b) Compressor Pressure

(11) Carburetor Air Temperature Gage(a) Carburetor Air Temperature(b) Filter Air Temperature

C. Radio Navigation Instruments and Displays(1) Marker Beacon Light'(2) Gime (Omni) Indicator'

(a) Course Pointer and Reciprocal Pointer'(b) Off Vertical Flag'(c) Off Horizontal Flag'(d) To-From Meter'(e) Vertical Pointer'(f) Horizontal Pointer'

19

20

(3) Bearing Heading Indicator(a) ADF Pointer(b) Omni Pointer'

D. Miscellaneous Instruments and Displays(1) Elapsed Time Clock(2) TH-13T Frequency Card(3) Transmitter Selector Decal(4) Radio Call Placard

IL ControlsA. Flight Control Systems

(1) Cyclic(2) Cyclic Friction Adjuster(3) Collective Pitch(4) Collective Pitch Friction Adjuster(5) Tail Rotor Control, Pedals(6) Tail Rotor Pedal Adjustment Controls(7) Altimeter Setting Control(8) Attitude Indicator Adjustment Controls

(a) Pitch Adjustment Control(b) Roll Adjustment Control

(9) Phase A Attitude Indicator Circuit Breaker(10) Phase B Attitude Indicator-Circuit Breaker(11) Compass Slaving Switch(12) Turn and Slip Indicator Circuit Breaker(13) Instrument Circuit Breaker(14) Vertical Velocity Indicator Adjustment Screw

B. Aircraft System Control(1) Throttle(2) Throttle Friction Adjuster(3) .Fuel Pump Circuit Breaker(4) Fuel Mixture Control(5) Fuel Shut-Off Control Knob(6) Engine Start Button(7) Engine and Transmission Oil Temperature Selector Switch(8) Manifold Purge Valve Button(9) Carburetor Heat Control

(10) Hydraulic System On-Off Switch(11) Hydraulic Circuit Breaker(12) Ignition Switch(13) Battery On-Off Switch(14) Generator On-Off Switch(15) Engine Starter Circuit Breaker(16) Inverter Circuit Breaker(17) Inverter Spare Switch(18) Phase A Inverter' Fail Relay Circuit Breaker

C. Radio Navigation /Communication Controls(1) UHF Command Radio Set Control Panel

(a) On-Off Switch(b) Channel Selector(c) Volume Control(d) Tone Button(e) Remote-Local Switch

(2) UHF Circuit Breaker(3) Signal Distribution Panel

(a) Receiver Switches, 1, 2, 3, and 4(b) Receiver Interphone Switch(c) Receiver Navigation Switch(d) Volume Control(e) Transmit-Interphone Selector Switch

(4) ICS Circuit Breaker(5) VOR-ILS Control Panel'

(a) Volume-Off Switch'(b) Squelch Control'(c) Whole Megacycle Channel Selector Switch'(d) Fractional Megacycle Channel Selector Switch'

(6) VOR Circuit Breaker'(7) Marker Beacon Volume-Off Control'(8) , Marker Beacon Sensing Switch'(9) Omni Course Selector Knob'

(10) Marker Beacon/Glide Slope Circuit Breaker'(11) ADF Receiver Control Panel

(a) MC Band Switch(b) Volume Off Control(c) Function Switch(d) Loop Switch(e) Tuning Control(f) BFO Switch

(12) ADF Circuit Breaker(13) Bearing Heading Indicator Controls

(a) Heading Synchronization Knob(b) Set Heading Knob(c) VOR -ADF Knob'

(14) DG-401 Compass Circuit Breaker(15) Phase A DG-401 Compass Circuit Breaker(16) Phase C DG-401 Compass Circuit Breaker(17) Radio Light Rheostat(18) Radio Microphone Switch(19) ICS Microphone Switch(20) ICS Foot Switch

D. Auxiliary Equipment Controls(1) Door-Mounted Cabin Ventilator(2) Cabin Heater Controls

(a) Heater Start Switch(b) Heater Control Switch(c) Heater Power Switch(d) Heater Blower Switch(e) Cabin Heater Thermostat Control(f) Fire Shut-Off Control

(3) Cockpit Light Rheostat(4) Instrument Lights Rheostat(5) Position Lights On-Off Switch(6) Anti-Collision Lights On-Off Switch(7) Landing Light On-Off Switch(8) Cockpit Lights Circuit Breaker

21

(9) Caution Lights Circuit Breaker(10) Landing Lights Circuit Breaker(11) Instrument Light Circuit Breaker(12) Bubble Defrost Knob(13) Elapsed Time Clock Set and Control Knob(14) Shoulder Harness Lock Knob(15) 26-Volt AC Transformer Circuit Breaker(16) Radio Lights Rheostat

I Indicates displays and controls associated with VOR-ILS systems. TheVOR-ILS and associated displays and controls are not used in the TacticalInstrument training portion of the 0/WORWAC. All other displays and controls

in the TII-13T are used by the student pilot or the instructor pilot or are of

potential use to them during the course.

22

Appendix B

DISPLAYS AND CONTROLS FOUNDIN 1-CA-1 DEVICE MODIFIED AT USAAVNS

TO A ROTARY WING CONFIGURATION

I. DisplaysA. Attitude Instruments

(1) Standby Compassl, 2(2) Airspeed Indicator(3) Attitude Indicator(4) Altimeter(5) Turn and Slip Indicator(6) Radio Magnetic Indicator(7) Vertical Velocity Indicator

B. System Status Instruments(1) Engine Tachometers(2) Manifold Pressure Gage(3) Vacuum Gages, 4(4) Fuel Quantity Gage, S. 6(5) Fuel Pressure Gagel, s(6) Oil Temperature Gageso(7) Air Temperature Gages, s(8) Carburetor Temperature Gages(9) Oil Pressure Gages, s

C. Radio Navigation Instruments and Displays(1) Radio Compass Indicator',"(2) Army Cross Pointer Center Line Devia14on Indicator(3) Army Cross Pointer To-From Indicator(4) Radio Magnetic Indicator ADF Pointer(5) Radio Magnetic Indicator Omni Pointer(6) Course Selector Display(7) Marker Beacon Indicator Light

D. Miscellaneous Instruments and Displays(1) 8-Day Clock(2) Radio Call Label

IL ControlsA. Flight Control System

(1) Cyclic(2) Pedals(3) Collective Pitch Stick(4) Attitude Indicator Horizontal Adjustment Control(5) Altimeter Adjustment Control(6) Radio Compass Indicator Magnetic Variation Adjustment" 4(7) Turn and Bank Gyro-Off Switch4

23

i

24

46.

B. Aircraft Systems Control(1) Ignition Switch(2) Fuel Tank Selectors,'(3) Master Off-On Switch(4) Carburetor Open-Close Cooling Shutter Levers, '(5) Oil Open-Close Cooling Shutters Levee,'(6) Cowl Open-Close Cooling Shutters Levee's'(7) Pitot Heater Off-On Switch4

C. Radio Navigation/Communication Control(1) Army Cross Pointer Center Line Deviation Indicator

Adjustment Screw4(2) Army Cross Pointer To-From Indicator Adjustment Screw4(3) Course Selector Knob(4) I.F.F.'Control Switch4,'(5) Antenna Selector Switch'(6) Loop Drive Switch'(7) Instrument Landing Switch'(8) To-From Switch4' 5(9) Glide Path Control''

(10) Off -Flight-Land Switch's"(11) Inner-Outer-Range-Tower Selector Switch'''(12) Voice-Both-Range Switch's'(13) Volume Control(14) Pilot's Tuning Control' , '(15) Microphone Button

D. Auxiliary Equipment Controls(1) 8-Day Clock Set and Control Knob(2) Trainer Lock-Release Lever'(3) Instrument Lights Off -On Switch(4) Cockpit Lights Rheostat(5) Door Knob

I Indicator displays and controls found in fewer than 80% of the rotary wingmodified 1CAls.

2The Standby Compass is functional but incorporates error typically as high as600 and is not used. .

sine Engine Tachometer registers 0 RPM when the Master Switch is off and afixed operational value when the Muter Switch is on. Its function is related to noother controls or displays.

4lndicates displays and controls which are present in the rotary wing modified1CA-1 and perform functions for which there are no counterparts in the TH-13T.

'Indicates displays and controls which are inoperative or nonfunctioning.6/Approximately 25% of the rotary wing modified 1CA-ls have a Fuel Quantity

Gap; the remaining 75% have a Radio Compass Indicator in its place.'Indicates controls which are present in the rotary wing modified 1-CA-1 but

for which there are no counterparts in the TH13T; the function performed by thesecontrols, however, can be performed by other means in the TH-13T.

Appendix C

MODIFIED 1-CA-1 DISPLAYS ANDCONTROLS WHICH ARE OPERATIONAL

IN A MAJORITY OF THE AVAILABLE DEVICES

I. DisplaysA. Attitude Instruments

(1) Airspeed Indicator(2) Attitude Indicator(3) Altimeter(4) Turn and Slip Indicator(5) Radio Magnetic Indicator Heading Card(6) Vertical Velocity Indicator

B. System Status Instruments(1) Manifold Pressure Gage

C. Radio Navigation Instruments and Displays(1) Army Cross Pointer Center Line Deviation Indicator(2) Army Cioss Pointer To-From Indicator(3) Radio Magnetic Indicator ADF Pointer - _

(4) Radio Magnetic Indicator Omni Pointer 1(5) Course Selector Display(6) Marker Beacon Indicator Light

D. Miscellaneous Instruments and Displays(1) 8-Day Clock(2) Radio Call Label

II. ControlsA. Flight Control System

(1) Cyclic(2) Pedals(3) Collective Pitch Stick(4) Attitude Indicator Horizontal Adjustment Control(5) Altimeter Adjustment Control(6) Turn and Bank Gyro-Off Switch'

B. Aircraft Systems Control(1) Ignition Switch(2) Master Off-On Switch(3) Pitot Heater Off-On Switch'

C. Radio Navigation/Communication Control(1) Army Cross Pointer Center Line Deviation Indicator

Adjustment Screw'(2) Army Cross Pointer To-From Indicator Adjustment Screw'(3) Course Selector Knob(4) Volume Control(5) Microphone Button

25

26

D. Auxiliary Equipment Controls(1) 8-Day Clock Set and Control Knob(2) Trainer Lock-Release Levert(3) Instrument Lights Off-On Switch(4) Cockpit Lights Rheostat(5) Door Knob'

Indicates displays and controls which are present in the rotary wing modified 1-CA-1and perform functions for which there are no counterparts in the TH-13T.

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(Man

euve

r be

gins

with

the

airc

raft

in p

ositi

on fo

r IT

O a

nd a

ll en

gine

gag

es in

the

gree

n)

Tas

ksD

ispb

y

1.

Stim

ulus

la.

lb.

Info

rmat

ion

la.

lb.

Com

mun

icat

ions

:R

adio

Cle

aran

ce fr

om b

ase

airf

ield

to d

estin

atio

nA

ircra

ft (A

/C)

iden

ti-fic

atio

nC

lear

ance

lim

ita

1c.

Rou

te o

f flig

htId

.le

.A

ltitu

de d

ata

Dep

artu

re p

roce

dure

1f.

Hol

ding

inst

ruct

ions

1g.

Any

spe

cial

info

rmat

ion

2.T

ake-

off c

lear

ance

2a.

Dire

ctio

n of

take

-off

2a.

2b.

Seq

uenc

e of

take

off

2b.

2c.

Alti

met

er s

ettin

g2c

.2d

.T

ime

2d.

2e.

Win

g di

rect

ion

and

velo

city

Tak

e O

ff:

Ver

ify H

eadi

ngB

earin

g H

eadi

ng In

di-

cato

r (B

HI)

1.H

eadi

ng c

ard

read

ing

1.T

ake-

off h

eadi

ng1.

Con

trol

Rot

or a

ndE

ngin

e R

PM

Tac

hom

eter

1.N

eedl

es m

ovin

g cl

ock-

wis

e (C

W)

to 3

200

(eng

ine)

RP

M

1.E

ngin

e an

d ro

tor

RP

Mla

.

lb.

(Con

tinue

d)

Res

pons

es

Cop

y cl

eara

nce

(adj

ust

audi

o vo

lum

e if

requ

ired)

Tra

nsm

it re

peat

of c

lear

-an

ce (

push

tota

lk s

witc

h)

Set

hea

ding

on

Bea

ring

Hea

d-in

g In

dica

tor

(BH

I) u

sing

mag

netic

com

pass

Set

bar

omet

ric p

ress

ure

onal

timet

erS

et ti

me

on c

lock

Tra

nsm

it ac

know

ledg

men

t

Tw

ist t

hrot

tle c

ount

er-

cloc

kwis

e (C

CW

)

Sto

p th

rottl

e w

hen

need

lere

ache

s 32

00 R

PM

Rai

se c

olle

ctiv

e pi

tch

leve

r

I

Tas

k'D

ispl

ayS

timul

usIn

form

atio

nR

espo

nses

Con

trol

Pow

erM

anifo

ld P

ress

ure

(MP

)In

dica

tor

1.N

eedl

e m

ovin

g C

W1.

Tak

e-of

f pow

er b

eing

appl

ied

1.S

top

colle

ctiv

e pt

ich

atta

ke-o

ff po

wer

33"

MP

.M

aint

ain

33"

MP

Con

trol

Trim

Tur

n &

Slip

Indi

cato

r1.

Bal

l out

to th

e le

ftof

cen

ter

1.Y

aw to

the

right

1.P

ush

on le

ft pe

dal

Con

trol

Pitc

hA

ttitu

de In

dica

tor

(prim

ary

for

ITO

)1.

Min

atur

e A

/C n

ose

onho

rizon

bar

1.A

/C in

leve

l atti

tude

1.P

ush

cycl

ic fo

rwar

d to

acce

lera

tion

attit

ude

2 ba

r w

idth

s be

low

hor

izon

Airs

peed

Indi

cato

r(s

econ

dary

for

ITO

)

1.P

oint

er m

ovin

g C

Wto

50

knot

s (K

)1.

Airs

peed

clim

bing

1.P

ull c

yclic

bac

k up

per

reac

hing

50K

2.P

oint

er m

ovin

g C

CW

from

50K

2.A

/C c

limbi

ng to

ora

pidl

y

Pus

h cy

clic

forw

ard

tom

aint

ain

50K

3.P

oint

er m

ovin

g C

Wfr

om 5

0K3.

A/C

clim

bing

too

slow

ly

3.P

ull c

yclic

bac

k to

mai

ntai

n50

K

Ver

tical

Spe

ed In

dica

tor

(VS

I) (

seco

ndar

y fo

r IT

O,

prim

ary

for

clim

b)

1.P

oint

er m

ovin

g C

W to

500

feet

per

min

ute

(fpm

)

1.C

limb

appr

oach

ing

stan

dard

rat

e1.

Whe

n 50

0 fp

m r

each

ed, r

educ

epo

wer

to c

limb

setti

ng 2

7"M

P b

y lo

wer

ing

colle

ctiv

e

2.P

oint

er n

ot m

ovin

g C

Wto

500

fpm

pos

ition

2.A

/C c

limbi

ng to

osl

owly

2.P

ull c

yclic

bac

k

3.P

oint

er m

ovin

g C

Wfr

om 5

00 fp

m p

ositi

on3.

A/C

clim

bing

too

fast

3.P

ush

cycl

ic fo

rwar

d

Clim

b:

Adj

ust P

ower

Man

ifold

Pre

ssur

e1.

Nee

dle

mov

ing

CC

W1.

App

roac

hing

clim

bla

.A

djus

t thr

ottle

to m

aint

ain

MP

set

ting

3200

RP

Mlb

.E

ase

off l

eft t

orqu

e pe

dal

Tac

hom

eter

1.N

eedl

e m

ovin

g C

Wfr

om 3

200

RP

M1.

RP

M h

igh

1.T

wis

t thr

ottle

CW

2.N

eedl

e m

ovin

g C

CW

from

320

0 R

PM

2.R

PM

too

low

2.T

wis

t thr

ottle

CC

W

(Con

tinue

d)

Tas

ksD

ispl

ay

1. 1.

Stim

ulus

1. 1.

Info

rmat

ion

1. 1.

Res

pons

es

Atti

tude

Hor

izon

(sec

onda

ry fo

r cl

imb)

Alti

met

er(s

econ

dary

for

ITO

)

Min

aitu

re A

/C n

ose

'A b

ar w

idth

abo

veho

rizon

bar

Nee

dle

mov

ing

CW

50K

clim

bing

attit

ude

Airc

raft

clim

bing

Mai

ntai

n w

ith c

yclic

Cro

ss c

heck

VS

I for

500

fpm

clim

b. M

aint

ain

with

cyc

lic.

Con

trol

Ban

kA

ttitu

de In

dica

tor

(prim

ary

for

ITO

,se

cond

ary

for

clim

b)

1.M

inia

ture

A/C

win

gspa

ralle

l to

horiz

on b

ar1.

Str

aigh

t clim

bat

titud

e1.

Mai

ntai

n cy

clic

in c

ente

rpo

sitio

n la

tera

lly

2.M

inia

ture

A/C

win

gssl

ante

d do

wn

to r

ight

2.A

/C in

rig

ht b

ank

2.M

ove

cycl

ic to

the

left

3.M

inia

ture

A/C

win

gssl

ante

d do

wn

to le

ft3.

A/C

in le

ft ba

nk3.

Mov

e cy

clic

to th

e rig

ht

Tur

n N

eedl

e (s

econ

dary

for

ITO

and

clim

b)1.

Nee

dle

vert

ical

1.A

/C in

str

aigh

tfli

ght

1.M

aint

ain

cycl

ic in

cen

ter

late

rally

2.N

eedl

e m

ovin

g C

Wfr

om v

ertic

al2.

A/C

in tu

rn to

rig

ht2.

Mov

e cy

clic

to th

e le

ft

3.N

eedl

e m

ovin

g C

CW

from

ver

tical

3.A

/C in

turn

to le

ft3.

Mov

e cy

clic

to th

e rig

ht

BH

I (se

cond

ary

for

ITO

,pr

imar

y fo

r cl

imb)

1.H

eadi

ng c

ard

rota

ting

CC

W1.

A/C

in tu

rn to

rig

ht1.

Mov

e cy

clic

to th

e le

ft

2.H

eadi

ng c

ard

rota

ting

2.A

/C in

turn

to le

ft2.

Mov

e cy

clic

to th

e rig

htC

W

Con

trol

Trim

Tur

n &

Slip

Indi

cato

r1.

Bal

l to

right

of c

ente

rw

hen

turn

nee

dle

isin

dica

ting

no tu

rn

1.A

/C is

in le

ft ya

w1.

Pus

h rig

ht p

edal

2.B

all t

o le

ft of

cen

ter

whe

n tu

rn n

eedl

e is

indi

catin

g no

turn

2.A

/C is

in r

ight

yaw

2.P

ush

left

peda

l

Con

trol

Pow

erA

irspe

ed In

dica

tor

1.N

eedl

e m

ovin

g C

Wfr

om 5

0K1.

A/C

clim

bing

with

pow

er1.

Low

er c

olle

ctiv

e to

mai

n-ta

in 5

0K2.

Nee

dle

mov

ing

CC

Wfr

om 5

0K2.

A/C

clim

bing

with

out

enou

gh p

ower

2.R

aise

col

lect

ive

to m

ain-

tain

50K

N .0(C

ontin

ued)

1.

Ca)

CO

Tas

k'D

ispl

ayS

timul

usIn

form

atio

nR

espo

nses

,

Leve

l Off:

Con

trol

Pitc

hA

ltim

eter

(pr

imar

yfo

r pi

tch)

1.N

eedl

e m

ovin

g C

W1.

Rea

chin

g de

sire

dal

titud

e1.

Pus

h fo

rwar

d on

cyc

lic 3

0to

40

ft. b

efor

e re

achi

ngde

sire

d al

titud

e

Alti

tude

Indi

cato

r(s

econ

dary

for

pitc

h)

1.M

inat

ure

A/C

nos

eon

hor

izon

bar

1.C

ruis

e al

titud

e1.

Mai

ntai

n w

ith c

yclic

VS

I (se

cond

ary

for

pitc

h)1.

Nee

dle

in h

oriz

onta

lpo

sitio

n1.

A/C

in le

vel f

light

1.M

aint

ain

with

cyc

lic

Con

trol

Pow

erA

irspe

ed In

dica

tor

1.N

eedl

e m

ovin

g C

Wto

60K

1.A

/C a

ppro

achi

ngcr

uise

spe

ed1.

Red

uce

pow

er w

ith c

olle

c-tiv

e to

mai

ntai

n 60

Kai

rspe

ed

Tac

hom

eter

1.N

eedl

e no

t ind

icat

ing

3200

RP

M1.

Thr

ottle

nee

dsad

just

men

t

1.A

djus

t thr

ottle

to m

ain-

tain

320

0 R

PM

t

Tur

n &

Slip

Indi

catb

r1.

Tur

n ne

edle

ver

tical

but b

all o

ff ce

nter

1.T

rim n

eeds

adj

ustm

ent

1.C

ontr

ol y

aw w

ith to

rque

peda

l

Con

trol

Hea

ding

BH

I1.

Hea

ding

car

d tu

rnin

g1'

.H

eadi

ng n

ot s

tead

y1.

Con

trol

hea

ding

with

cyc

lic

i Man

y of

the

task

s in

dica

ted

in th

is m

aneu

ver

occu

r co

ncur

rent

ly r

athe

r th

an s

eque

ntia

lly a

s su

gges

ted

by th

e fo

rmat

em

ploy

ed. I

n lik

e m

anne

r, th

e se

quen

ce e

mpl

oyed

in v

iew

ing

the

liste

d di

spla

ys to

obt

ain

info

rmat

ion,

the

sequ

ence

of r

espo

nse

mad

e, e

tc.,

are

not n

eces

saril

y re

stric

ted

to th

e se

quen

ce in

dica

ted

here

.

L

Unclassified

ecurity lassification

DOCUMENT CONTROL DATA - R & D(Security classification of title, body of abstract and indexing annotation must be attired when the overall report is classified)

t. ORIGINATING ACTIVITY (Corporate author)

Human Resources Research Organization (HumRRO)300 North Washington StreetAlexandria, Virginia 22314

211. REPORT SECURITY CLASSIFICATION

2b. GROUP

3. REPORT TITLE

EQUIPMENT-DEVICE TASK COMMONALITY ANALYSIS ANDTRANSFER OF TRAINING

4. DESCRIPTIVE NOTES (Type of report and inclusive dates)

Technical Report6. 4671.04(4) (First name, middle initial, last name)

Paul W. Caro

G. REPORT DATE

June 1970

7a. TOTAL NO. 01, 6666

34lb. NO. or Rums

Ea. CONTRACT OR NO.

DAHC-19-70-0012b. PROJECT NO.

2Q062107A712c.

d.

U. ORIGINATOR'S REPORT NUMIIIIRMI)

Technical Report 70-7

fib. OTHER REPORT 110.(1) (Any other numbers that may be assignedthis report)

10. DISTRIBUTION STATEMENT

This document has been approved for public release and sale;its distribution is unlimited.

11. SUPPLEMENTARY NOTES

Work Unit ECHO, Synthetic FlightTraining Programs and Devices

t2. SPONSORING MILITARY ACTIVITY

Office, Chief of Research and DevelopmentDepartment of the ArmyWashington, D.C. 20310

13. ABSTRACT

Procedures were developed to enable training personnel systematically andobjectively to determine the potential utility of training devices for teachinghow to perform missions in operational equipment. The procedures allow comparisonof operational task stimulus and response elements with corresponding elementsin synthetic training equipment. On the basis of such information, trainingprograms consistent with the psychological principles underlying transfer oftraining may be developed. The procedures may be applied to the potential useof training equipment in a training situation other than that for which it wasdesigned, or in determining the applicability of "off-the-shelf" training devicesto specific training requirements. The procedures, termed Task CommonalityAnalysis, were developed in connection with an Army rotary wing instrument flighttraining program. In an application of the procedures in that program, transferof training predictions were generally consistent with empirical evidence col-lected earlier.

DD IFIns 1473 Unclassified

Security Classification

UnclassifiedSecurity Classification

14.KeTWO1103

LINK A LINKS LINKC

ROIC WT MA WT NOLC WT

Flight Training

Helicopter Training

Job Description

Performance Prediction

Rotary Wing Training

Simulation

Synthetic Training

Task Analysis

Task Commonality Analysis

Training

Training Devices

Transfer of Training

4---

,

Unclassified

Security CI as,fiemion

3

DISTRIBUTION LIST

OIR OASO MANPOWER IPACGRICHF OASA ATTN DEIC LIB BRDIR wspo WASH.. O.C. 20305OIR OASO MANPOWER C RESERVE AFFAIRSDEC OF THE ASST SEC OF DEE INCRAI ATTN SPEC ASST POLICY STUDIESCONOR FLO CORO OEF ATOMIC SAT AGY SANOIA BASE ATTN ECM?NASA SCI C TECH INFO FACILITY COLLEGE PARK MOCINC US EUROPEAN COMO ATTN SUPPORT PLANS OR J3CINC USA PACIFIC ATTN G3 COC APO SAN FRAN 96610Cr, SOUTHERN EUROPEAN TASK FORCE APO 0916A NYCG US ARMY JAPAN APO 96343 SAN FRAN ATTN G3CG USA FORCES SOUTHERN COW, ATTN SCARCD ET AmAgOR C2CG US ARMY ALASKA ATTN ARACO APO 98749 NYCG US ARMY EUROPE APO 09403 NY ATTN OPNS DIVCO ARMY TRANS RES CORO FT EUSTIS ATTN TECH LIRCG US ARMY AO CORO ENT Ape ATTN AOGCBCG 1ST ARMY ATTN OCSOT FT mEADE NOCG 300 ARMY ATTN OCSOT FT MCPHERSONCG 4TH ARMY ATTN ARAOC-B(UTI ET SAM HOUSTONCG FOURTH ARMY FT SAM HOUSTON ATI+, G3CG FIFTH ARMY FT SHER1OAN ATTN ALFGC TNGCG SIXTH ARMY PRES OP SAN FRAN ATTN AMAAVCG EUSA ATTN AG-AC APO 96301 SAN FRANCLIN PSYCHOL SERV DEPT OF NEUROPSYCHIAT WALTER REED GEN HIPOIR MEL APG MDCG USA COC EXPERIMENTATION CORM FT PROENGNP PSYCHOL LAB PIONEERINCRES 01V ARMY NATICK LABS NATICK MASSTECH LIP ARMY NATICK LABS NATICK MASSINST OE LAND CBT ATTN TECH LIB FT BELVOIR VAREDSTONE SCIENTIFIC INFO CTR US ARMY MSL CORD ATTN CHF noc SEC ALACO USAPA NBLTV OET TOBYHANNA ARMY OEPOTCO FT HUACHUCA SPT CORD USA ATTN TECH REF LIBCO 1ST AIR DEC GUIDED MSL BRGO TNG PT BLISSCG US ARMY CDC EXPERIMENTATION F040 FT ORDSIXTH USA LIB DEPOT (SLOG M 13 14 PRES OF SAN FRANPLANS OFFICER PSYCH HDOTRES USACOCEC FORT OROCG FT OR0 ATTN G3 TNG DIV0111 WALTER PEED ARMY INST OF RES WALTER REED ARMY NE0 CTROIR WRAIR WALTER REED ARMY MED CTR ATTN NEUROPSYCHIAT DIVCO HO ARMY ENLISTED EVAL CTR FT BENJ HARRISONTECH LIB BOA 22 USACOC EXPERIMENTATION COMO PT ORDHUMAN FACTORS TEST DIV 1A0H21 USAF HoSA EGLIN APRCO FRANKEOPO ARSNL ATTN SmUFA-N6400/202-46TH RGN USARAnC04 FT BAKER4TH ARMY MSL CORD AIR TRANSPORTABLE SAN FRANPERS SURSYS 01V CREW supsysORCT AFRO SYS OIV WRIGHT -PAT.OIR ARMY BO FOP AVN ACCIDENT RES FT RUCKERCO PICATINNY ARSNL DOVER N J ATTN SUNPA VCIOEF SUPPLY AGY CAMERON STATION ATTN LIBCO USA COC AG AGCY FT BENJ HARRISnN INOREF M MS IS NASA ALACBT OARS RES GP USACOC Sp OPRS ANALYST HUMAN FACTORS ALEX VACO ARMY COC INF AGY FT BENNINGCO ARMY COC ARMOR AGY FT KNOXARMY CDC SPEC WARFARE AGY FT BRAGGEVAL DIV DAD ARMY SIG CTR SCH FT MONMOUTHCO US ARMY CDC AVN AGCY FT RUCKERCO ARMY CPT DEVEL COMO CRT SUPPORT GPCG USA TNG CT* AO ATTN ACOFS G3 AT BLISSCr. USA TPG CTR ARMOR ATTN ACOFS 03 CT KNOXCO USA TN CTR (PAL ATTN AcnPs G3 AT SILLCG USA TNG CTR C FT LEONARD WOO') ATTN *LIES 03CG USA TNG CTR INF ATTN ACGES 03 PT BENNINGCG USA INC CTR INF ATTN ACOFS G3 FT ntxCG USA TNG CTR ATTN ACOES G3 FT JACKSONCG USA TNG CTR INF ATTN ACRES 03 AT LEWISCG USA Pe, CTR INF C FT ORD ATTN ACOCS alCG USA INC CO INF ATTN ACOCS G3 FT MRCO USA NE0 TNG CTR ATTN OIR OF TNG FT SAM HOUSTONCG USA TNG CTR INF ATTN ACOFS C3 FT BRAGGCG USA TNG CTR INF ATTN ACDFS G3 FT CAMPBELLCIVLN PERS OFCR US ARMY SPT CTR ST LOUIS ATTN EMPLOYEE DEVFL DACRLIB ARMY WAR COLL CARLISLE ARSCOMOT COMO GEN STAFF Co PT LEAVENWORTH ATTN ARCHIVESOIR OF MILIT PSYCHOL LORSHP US MILIT ACAD NEST POINTUS NUTT ACAO WEST POINT ATTN LIRCOMOT ARMY AVN SCH ATTN OIR OF INSTR FT RUCKERCOMOT ARMY SECUR AGY TNG CIA SCH FT OEVENS ATTN LIBCOMOT mosla cntt OF THE ARMED FORCES FT MCNAIRCOMOT NAIL WAR COIL FT LESLEY J MCNAIR ATTN CLASSA RECORDS PR LIPMED FLO SERV SCM BROOKE ARMY MED CTR PT SAN HOUSTON ATTN STIMS7N LIPOIR OF INSTR ARMOR SCH FT KNOXCOMOT ARMY ARMOR SCH FT KNOX ATTN WEAPONS OEPTCOMOT USA CHAPLAIN SCH ATTN 001 FT HAMILTONCOMOT ARMY CHEN CORPS SCH FT MCCLELLAN ATTN ERIC AOVCOMOT USA FIN SCH ATTN CHF DOC OEN LIT PLN DIV pinUSA FINANCE SCH FT BENJ HARRISON ATTN EOUC AOVCOMOT ARMY ADJ GEN SCH FT BENZ HARRISON ATTN EDUC AnyEDUC AOV USAIS ATTN AJIIS-H FrAEANINGOIR OF INSTR USAIS ATTN AJIIS-D-EARO FT PENNINGHO US ARMY AN GEN SCH eT BENJ HARRISON ATT cnNorLIP ARMY OM SCH FT LEFCOMOT ARMY OK, SCH FT LEE ATTN EOUC ADVCOMOT ARMY TRANS SCH FT EUSTIS ATTN EOUC AOVCO USA SEC AGY TNG CTR C SCH ATTN IATEV RSCH AOV FT DEVENS

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HUMAN RESOURCES RESEARCH ORGANIZATION300 North Washington Street Al.:and:is. Virginia 22314

PresidentExecutive Vice President

'Director for Business Affairs and TreasurerDirector for Operations -

Director for Program DevelorsitientDirector for Research Design and Reporting',

RESEARCH- DIVISIONS

Dr. Meredith P. CrawfordDr. William A. McClelland

At. Charles W. SmithMr; Arnold A. HeylDr. Robert G. Smith, Jr.Dr. Eugene A. Cogan

HumRRO Division No. 1 ,(System Operations) Dr. J. Daniel Lyons300 North Washington Street- DirectorAlexandrla, Virghiin 22314

HumRRO Divilion No. 2-Fort Knox; kentucky40121.

HuntRROPost Office BOX.5787prelidiobiMenterey,. Cal if ccr.ia 92940

ifundiR0 Divisien_No. 4Post Office Brix 2086,Fort Benning,, Georgia '31905.1

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H_umRRO Division NO. 7 (Social Science)-300 North Washingten StreetAlexandrine Virginia 22314

Dr; Donald F..Naggard-Diredoi

McFannDirector .

Jacobs' .

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Dr. Robert BaldwinDirector-

Dr:Wallace W, ProphetDirector --

Dr.-Arthur J. -Hoehn:Director: