AD-A272 732

THE FORMULATION OF A CONSOLIDATED

UNDERGRADUATE HELICOPTER PILOT TRAINING SYLLABUS

A thesis presented to the faculty of the U.S. Army

Command and General Staff College in partial
fulfillment of the requirements for the
degree

O TIC
" LECTE
MASTER OF MILITARY ART AND SCIENCE

SOV 17 1993

UA by
JOHN T. FINCH, LCDR, USN
B.A., University of Rochester, Rochester, New York, 1981

Fort Leavenworth, Kansas

1993

Approved for public release; distribution is unlimited.

93-28177, •\
L ..- ,,IIIII ~b II11IIII
I
"".
,uLUMENTATION PAGE ..
j___
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3 N__ __l__
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1. AGENCY USE ONLY (Live blin&) 2. REPORT DATE 3. REPORT [YPE ANO DATES COVERED
4 June 1993 Master's Thesis, 17 Aug-4 Jun 93
4. TITLE AND SUBTIITLEI.FUDN NUMBERS
5. FUNDING NM ER

The Formulation of a Consolidated Undergraduate

Helicopter Pilot Training Syllabus
6. AUTHOR(S)

LCDR John T. Finch, USN

7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) 8. PERFORMING ORGANIZATION
REPORT NUMBER

U.S. Army Command and General Staff College

ATTN: ATZL-SWD-GD
Ft. Leavenworth, KS 66027-6900
9. SPONSORINGi MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSORING i MONITORING
AGENCY REPORT NUMBER

11, SUPPLEMENTARY NOTES

12a. OISTRJBUTION / AVAILABILITY STATEMENT 12b. DISTRIBUTION CODE

Approved for public release; distribution is

unlimited.
13. ABSTRACT (Maximum 200words)The U.S. Armed Forces operate two separate undergraduate
helicopter pilot training (UHPT) programs: the Army Initial Entry Rotary Wing (IERW)
course and the Navy Undergraduate Helicopter Pilot Training program. For over twenty
years, proposals have been made to consolidate the programs to eliminate redundancy
and increase efficiency within the Department of Defense. Consolidation could range
from collocated, independently operated programs, to a completely consolidated joint
program. A decision beyond simple collocation of separate programs would establish
the need for a consolidated syllabus. This study examines the formulation of a
consolidated UHPT syllabus from the syllabi of the current programs. Past proposals
and studies have highlighted difficulties that might be encountered in formulating a
consolidated syllabus. This study considered the formulation of a consolidated
syllabus by exploring the nature of the instruction in the current programs. The
programs were evaluated and compared against selected criteria to identify common
elements. The study concluded that sufficient commonality exists between the two
programs around which to form a consolidated core syllabus. Recommendations include
proposals for syllabi with cores containing varying degrees of common instruction, arn.
for tailoring additional instruction to meet individual service needs.
14. SUBJECT TERMS 15. NUMBER OF PAGES
Helicopter Training 109
Joint Training 16. PRICE'CODE
Aviation Training
11. StI uWTY CLASSIHILATiON lb. SLCURITY CLASSII'ICATION 19. SECURITY CLASSIFICATION 20. LIMITATION Of- A6S rRACT
OF REPORT OF THIS PAGE OF ABSTRACT

I Unclassified Unclassified Unclassified

I ,T+, hi,.t*Ju ' , .J .
'S,+,
• t
 THE FORMULATION OF A CONSOLIDATED
UNDERGRADUATE HELICOPTER PILOT TRAINING SYLLABUS

A thesis presented to the faculty of the U.S. Army

Command and General Staff College in partial
fulfillment of the requirements for the
degree

MASTER OF MILITARY ART AND SCIENCE

by

JOHN T. FINCH, LCDR, USN

B.A., University of Rochester, Rochester, New York, 1981

Fort Leavenworth, Kansas

1993

Approved for public release; distribution is unlimited.

 TABLE OF CONTENTS
P~ag_

APPROVAL PAGE ........................................ ii

ABSTRACT ............................................. iii

LIST OF ILLUSTRATIONS ................................ iv

LIST OF ABBREVIATIONS ................................ v

CHAPTER

1. INTRODUCTION ................................... 1

2. REVIEW OF LITERATURE ........................... 15

3. RESEARCH METHODOLOGY ........................... 22

4. ANALYSIS ....................................... 29

5. CONCLUSIONS AND RECOMMENDATIONS ................... 71

APPENDIX

A.- GLOSSARY ....................................... 87

B. UHPT TASK/MANEUVER COMPARISON ....................... 89

C. ARMY IERW CORE ACADEMIC/FLIGHT SUPPORT

INSTRUCTION ................................... 95

D. ARMY IERW CORE SYLLABUS SUMMARY .................... 99

E. ARMY IERW UH-1 TRACK SYLLABUS SUMMARY ............ 100

F. NAVY UHPT SYLLABUS CONTENT SUMMARY ............... 101

G. NAVY NON-UHPT AVIATION TRAINING ................... 103

H. UHPT TRAINING AIRCRAFT .......................... 105

BIBLIOGRAPHY .......................................... 106

INITIAL DISTRIBUTION LIST ............................. 109

i
 MASTER OF MILITARY ART AND SCIENCE
THESIS APPROVAL PAGE

Name of Candidate: LCDR J. T. Finch, USN

Thesis Title: The Formulation of a Consolidated
Undergraduate Helicopter Pilot Training Syllabus.

Approved by:

/--•d A_ •,.. , Thesis Committee Chairman

CAPT Thomas F. Cleverdon, M.S.

_____ D_-H__ , Member

MAJ Brian D. Healy .A.

S•-- , Member, Consulting Faculty

MAJ Bruce A. Leeson, Ph.D.

Accepted this 4th day of June 1993 by:

A 0 .. fL•-- Director, Graduate Degree

Philip J. Brookes, Ph.D. Programs

The opinions and conclusions expressed herein are those of

the student author and do not necessarily represent the
views of the U.S. Army Command and General Staff College or
any other governmental agency. (Reference to this study
should include the foregoing statement.)

ii
 ABSTRACT

THE FORMULATION OF A CONSOLIDATED UNDERGRADUATE HELICOPTER

PILOT TRAINING SYLLABUS by LCDR John T. Finch, USN, 109
pages.
The U.S. Armed Forces operate two separate undergraduate
helicopter pilot training (UHPT) programs: the Army Initial
Entry Rotary Wing (IERW) Training course and the Navy
Undergraduate Helicopter Pilot Training program. For over
twenty years, proposals have been made to consolidate the
programs to eliminate redundancy and increase efficiency
within the Department of Defense. Consolidation could be
implemented in various forms, ranging from collocated,
independently operated programs, to a completely
consolidated joint program. A decision beyond simple
collocation of separate programs would establish the need
for a consolidated syllabus. This study examines the
formulation of a consolidated UHPT syllabus from the syllabi
of the current programs.

Past proposals and studies have highlighted difficulties

that might be encountered in formulating a consolidated
syllabus. This study considered the formulation of a
consolidated syllabus by exploring the nature of the
instruction in the current programs. The programs were
evaluated and compared against selected criteria to identify
common elements.

The study concluded that sufficient commonality exists

between the two programs around which to form a consolidated
core syllabus. Recommendations include proposals for
syllabi with cores containing varying degrees of common
instruction, and proposals for tailoring additional
instruction to meet the individual services' needs.

AccEsion For
NTIS CRA&I 4
DT,( T.E
DrTC QUALITY INSPECTED 5 U 32 :u, -ed J

0,,.+ .o, I
i ,nt
o i

iii ----------
;r
 LIST OF ILLUSTRATIONS
Figure Page

1. Army Initial Entry Rotary Wing Training ........ 5

2. Navy Undergraduate Helicopter Pilot Training ... 6

Table
1. Army Initial Entry Rotary Wing (IERW) Core
Phase Summary .................................. 38

2. Army IERW Core Syllabus Content Summary ....... 39

3. Army IERW Core Block Training Time ............ 40
4. Navy Undergraduate Helicopter Pilot
Training (UHPT) Module Summary .............. 48
5. Navy UHPT Syllabus Content Summary ............ 50
6. Army and Navy Syllabi Content Summary ......... 59
7. Navy Non-UHPT Training Applicable to
Consolidated Syllabus Consideration ......... 60
8. Syllabi Academic/Flight Support Comparison,
including Navy Non-UHPT ..................... 60
9. Syllabus 1 ... ................................... 79
10. Syllabus 2 ... ................................... 81
11. Syllabus 3 ... ................................... 83

iv
 LIST OF ABBREVIATIONS
AN Airway Navigation
ACS Advanced Combat Skills
API Aviation Preflight Indoctrination
BCS Basic Combat Skills

BI Basic Instrument
CP Cockpit Procedures

CPT Cockpit Procedures Trainer

DOD Department of Defense

EP Emergency Procedures
FAM Familiarization
HTAC Helicopter Tactics
IERW Initial Entry Rotary Wing
INT Intermediate Helicopter Training
MULTI-A/C Multi-aircraft
NATOPS Naval Aviation Training and Operating
Procedures Standardization
N/NVG Night/Night Vision Goggle
ON Operational Navigation

PRI Primary Flight Training

RI Radio Instrument

SAR Search and Rescue

SQ Ship Qualification

v
TERF L/L, Terrain Following Flight Low Level, Nap of the
NOE Earth
TF Transition Flight
UHPT Undergraduate Helicopter Pilot Training
UPT Undergraduate Pilot Training

vi
 CHAPTER 1
INTRODUCTION

BackQround
In the post-Cold War debate over the size and role

of the U.S. armed forces, it will be more important than

ever that the services make the most efficient use of the
limited resources available to them. One concept currently
under study that potentially meets that objective is the

consolidation of Undergraduate Helicopter Pilot Training

(UHPT) for all four services.

This study will answer the questions "Can a

consolidated UHPT syllabus be formulated from the two UHPT

programs that currently exist? If so, what should a

consolidated UHPT syllabus consist of to meet the needs of
all the services?"
The Department of Defense faces an enormous
challenge to continue to perform its mission, while that
mission is being redefined, with fe..er people and less
money. It is in this context that a review of interservice
redundancy has once again revived interest in the issue of

consolidating UHPT.
Consolidation is not a new subject. The first

proposal to consolidate UHPT was discussed in Congress in

1
1970k. In the years since, consolidation has been proposed,

studied and recommended numerous times. There were funding

requests in Federal budgets for Fiscal Years (FY) 78, 79, 80

and 82. It came closest to actually being achieved in 1980

when the Navy began taking the initial steps to send its

students to Fort Rucker for UHPT with the Army. 2 Funding

for consolidation was, however, never approved, losing

support before it could win final approval.

The issue surfaced again in the 1980's at the

prodding of Senator Barry Goldwater who urged the Secretary

of Defense to approve consolidation. This resulted in the

Senate Armed Services Committee airection to the General

Accounting Office (GAO) to study the issue in 1985. The GAO

report did not recommend consolidation at that time. 3 The

concept received additional attention in studies by the

Interservice Training Review Organization (ITRO) in 1991 and

a Defense Management Report (DMR) in 1992. DMR 962

identified some possible benefits of consolidation and lead

to the formation of a working group for further study of

consolidation.

While several of these studies have recommended

consolidation, it has lacked support for a variety of

reasons ranging from service parochialism to political

objections in Congress. But the debate continues, being

kept alive for over twenty two years. The center of the

debate is that two separate UHPT programs are redundant.

2
 Further impetus to drive consolidation was provided

by the Goldwater-Nichols Department of Defense

Reorganization Act of 1986 (GNA). While the main focus of

GNA was to enhance interoperability and increase the

effectiveness of joint service operations, other issues such

as training and procurement have come under scrutiny with

the same objective in mind.

To understand the issue of consolidation, a Leview

of the programs that currently exist and their major

differences is necessary.

Historically, the Army, Navy and Air Force have

operated separate pilot training programs. 4 Currently, the

Army and the Navy conduct all helicopter pilot training for

the four services in two independent programs. The Air

Force trained its own helicopter pilots at one time, but

found it more cost effective to train their small number of

pilots in the Army system. Since the Marine Corps and Coast

Guard have organizational relationships with the Navy, their

pilots have traditionally trained within the Navy program.

(Further use of terms such as to "Army students" or "Navy

students" includes all students, of whatever service,

trained in that program.)

The Army's UHPT program, known as Initial Entry

Rotary Wing (IERW) training, is conducted at Fort Rucker,

Alabama.5 Commissioned and warrant officers begin their

training with an indoctrination period and then move into

3
the IERW Core syllabus, where they receive classroom,

simulator and flight training in the UH-I aircraft. During

the Core phase, student aviators receive at least 80 hours

of flight instruction, the last 20 of which is focused on

instrument flight skills.6 Upon completing the Core

syllabus, students progress into an advanced phase of

training known as Tracks. Here students learn "skills and

knowledge for qualification and designation as an Army

combat aviator" 7 , to be able to subsequently fly the

aircraft found in Army field aviation units. There are

8
currently Tracks for UH-I, AH-I, UH-60 and OH-58 aircraft.

Advanced training for other Army helicopters is handled by

other means and will not be addressed in this study.

Students receive approximately 80-90 additional flight hours

in their respective Tracks 9 and are designated as qualified

aviators upon successfully completing their Track. At this

point, Army helicopter pilots receive their initial

assignment to field aviation units. Figure 1 is a summary

of the Army IERW program.

The Navy's UHPT program is part of its Undergraduate

Pilot Training (UPT) program. Student Naval Aviators (SNA),

all commissioned officers, begin their training with an

indoctrination period followed by the Primary phase of

flight training conducted in the T-34C fixed wing training

aircraft. After approximately 66 hours of training , SNA's

make a pipeline selection for additional training in rotary

4
 Introduction
(10 Days)

IERW Core Primary

(UH-1)
(50 Days, 60 Flight Hours)

IERW Core Instrument

(UH-1)
(40 Days, 20 Flight Hours)

IERW Tracks

WINGS

Figure 1. Army Initial Entry Rotary

Wing (IERW) Training

wing, jet or maritime patrol aircraft. Those pilots who

enter the rotary wing pipeline receive an additional 26

hours of fixed wing training in the Intermediate Helicopter

phase. 1 1 This training concentrates on instrument flight

skills. Following the Intermediate Helicopter phase, SNA's

enter the Navy UHPT program where they receive 116 hours of

training in the TH-57 helicopter.1 2 Upon successful

completion of the UHPT syllabus students receive their wings

as qualified aviators. They are then assigned to a Fleet

Replacement Squadron (FRS) for advanced helicopter trainina.

FRS training is conducted in the aircraft Naval aviators

will fly in their initial fleet squadron assignment. Figure

2 summarizes Navy UHPT.

5
 Aviation Preflight Indoctrination
(30 Days)

Primary Flight Training

(T-34C)
(109 Days, 66 Flight Hours)

Intermediate Helicopter Training

(T-34C)
(25 Days, 26 Flight Hours)

Undergraduate Helicopter Pilot Training

(TH-57)
(105 Days, 116 Flight Hours)

WINGS

Fleet Replacement Squadron (FRS)

Figure 2. Navy Undergraduate Helicopter

Pilot Training (UHPT)

Two major differences in the two programs deserve

further discussion at this point as they relate to the issue
of consolidation.
First, is the Navy's use of fixed wing training for
its helicopter pilots. The Navy UHPT program is just part
of the Navy's overall UPT program of which the fixed wing

training is an integral part. The Army IERW program uses

exclusively rotary wing aircraft to train its helicopter

pilots. The fixed wing training issue will be discussed in

greater detail at a later point.

6
 A second major difference in the two programs is the
timing of the "winging" (designation as a qualified aviator)
and progression to the advanced phases of training. In the
Army's program, students receive both undergraduate and
advanced helicopter training within the framework of the
IERW program and are designated as qualified aviators
following successful completion of the advanced or Track

training.13 By contrast, students in the Navy program

receive their wings after the UHPT syllabus1 4 and before
they progress to advanced training in the FRS. It is also
important to note that the FRS's are outside of the Navy's
training organization.
This review of the current programs serves as the
background for a more detailed discussion of consolidation.
The focus of past proposals to consolidate UHPT has centered
on all training being conducted at Fort Rucker. The two
main reasons for this are the Navy UHPT program produces a
smaller number of pilots annually, and, the Army facilities
had excess capacity to handle a consolidated flight program
Fort Rucker.15
Consolidation in various degrees has been

considered, ranging from two collocated, but independently

run programs to a single organization providing instruction

to pilots of all four services. Proposals have also been

made for programs with and without fixed wing training for

Navy students.

7
 This study will focus essentially on the issue of a

common syllabus for a consolidated UHPT program.

Specifically, the primary research question that will be

answered is: Can a consolidated UHPT syllabus be formulated

from the two UHPT programs that currently exist? If so,

what should a consolidated UHPT syllabus consist of to meet

the needs of all the services?
Some of the secondary questions that will be

answered are:
1. What is the make up of the current programs?

2. What are the appropriate criteria for comparing the

current programs?
3. How much commonality exists, and at what levels, between

the current programs?

4. How should service unique training be accommodated

within a consolidated syllabus?

5. What impact do the changes caused by a consolidated

syllabus have on other aspects of the training process?

Assumptions

To begin a study of the formulation of a

consolidated UHPT syllabus, some assumptions are necessary.
The first assumption is that consolidation has been

mandated by higher authority and it will be implemented in

such a way that formulation of a joint core syllabus is

necessary. Specifically, this eliminates from consideration

an evaluation of independent service training operations,

8
all collocated. This allows the study of the syllabus issue

without the burden of directly evaluating the feasibility of

consolidation, that is infrastructure, manning, cost

effectiveness, etc. However, some discussion of possible

consolidation alternatives is necessary to the extent that

the organization of a consolidated program would affect the

syllabus requirements.

Next is that UHPT can be conducted without fixed

wing training. Although this has been a central issue in

many of the studies done to date, it is reasonable to make

this assumption by simply noting that the Army program

consists exclusively of rotary wing training. The

assumption is imperative because it allows evaluation of the

syllabus issue without an analysis of the numerous and

complex factors associated with the Navy's rationale for

retaining fixed wing training in a rotary wing program.

Additionally, that there are bonafide areas of

commonality and that a true basis for comparison exists.
For example, both services fly versions of the H-60
helicopter.1 6 While they are equipped with different

avionics and perform different missions, the mechanical

aspects of the airframes are essentially the same.

Therefore, if both UHPT programs train pilots who receive

advanced training in the H-60 helicopter, it follows that

there should be skills that are common to both programs.

9'
 Next, that a consolidated UHPT program must maintain
or exceed the quality of training that now exists and that
it will meet the needs of both services. Therefore, any
syllabus that this study proposes or recommends must meet
the needs of the services as defined in the analysis of the
programs.
Finally, as this study uses the training programs of
each service as the basis to formulate a consolidated UHPT
syllabus, the study assumes that the current programs

reflect the desires of the services and meet their needs in

terms of the quality of the pilots they produce.

Definitions
The following terms are defined for the purposes of
this research:
Undergraduate Helicopter Pilot Training (UHPT). UHPT
includes all training that an individual receives from the
time they enter either the Army or Navy program. This

includes indoctrination, academics, simulator and flight

training. Indoctrination is the process of orienting new
students to the administrative aspects of the organization
and system that conducts the training. Academics covers

classroom instruction on a variety of subjects relating to

basic aerodynamics and aircraft systems, navigation and

communication procedures, emergency procedures, etc.

Simulator and flight training include various phases that
develop the skills necessary to actually fly the helicopter.
10
The term Undergraduate Helicopter Flight Training (UHFT)
used by the Navy is synonymous with UHPT.
Consolidation. The term consolidation is used to

describe the process of merging, to an unspecified degree,

the current Army and Navy UHPT programs. As addressed under
Assumptions, the only stipulation concerning the structure
of a consolidated program is that, at a minimum, it creates
a need for a consolidated core syllabus.
Common Core Syllabus. The common core syllabus is
defined to include all training determined to be of common
benefit to helicopter pilots of all the services. Additional
service unique training would be accommodated by phases of

training subsequent to the core syllabus and would bring an

individual to the level of training necessary to proceed
with his service's advanced training.
Advanced Helicopter Pilot TraininQ. The advanced phase

of training is the instruction an aviator receives on

specific mission type skills in the specific aircraft that

they will fly in a field aviation unit or fleet squadron.

The advanced phases as they currently exist are the IERW
Tracks in the Army syllabus and Fleet Replacement Squadron
training for Navy pilots.

Limitations

The first limitation is the absence of any

definitive study used by either service that defines an

objective, nominal level of basic knowledge and skills

ii
required of any military helicopter pilot. One outcome of

this study should be a definition of that objective, in the

context of a consolidated UHPT program, derived from an

analysis of the current programs.
A second limitation is the parochial influence of
the services on the information in various studies on

consolidation. Although these studies are not the primary

sources for my research, they contain information that is

important to the study and information from them must be

used as objectively as possible.

Delimitations
The primary delimitation of this study is the

selected area of research, that is, a common core UHPT

syllabus. Consolidation of UHPT is a complex issue. By
making assumptions and then focusing on this specific area,
the study can proceed without addressing some of the more

parochial and emotional issues.

As previously stated, this study will deal with the
undergraduate, as opposed to the advanced, phase of
helicopter training. Should the study determine that the
recommended UHPT consolidated core syllabus would have an
impact on the advanced phases of training, those effects
will be designated as issues for further study.

12
 Significance

The significance of this research is that it

contributes to the body of knowledge in the ongoing

evaluation of the concept of consolidation. While the

specific recommendations for a consolidated syllabus

provided here may not be adopted in whole or part, the

methodology used is noteworthy in its simplicity. By

adopting the assumptions and delimitations, a framework has

been created that allows a true comparison of existing

programs free of parochial and emotional arguments that are

so much a part of previous studies.

Likewise, in the process of studying the formation

of a consolidated syllabus, this research may contribute to

the overall understanding of joint issues and resolution of

potential problems in the area of consolidation of any

multiservice functions.

13
 Endnotes

1. Department of Defense Inspector General, Acquisition of

Common Aircraft for Navy and Air Force Undergraduate Pilot
Training (UPT) Audit Report Number 92-063 (Washington:
Department of Defense, 1992), 97.

2. Ibid., 98.

3. Ibid., 98.

4. Richard W. Stokes, Jr., "Joint USN/USAF Pilot Training:

An Operational Concept," (Monograph, U.S. Naval War College,
1989), 3.
5. U.S. Army, Initial Entry Rotary Wing (IERW) Aviator
Course Program of Instruction (POI) (Fort Rucker: Department of
the Army, January 1990), 5.

6. Ibid., 22.

7. Ibid., 7.

8. Ibid., 17.

9. Ibid., 22.

10. U.S. Navy, Primary Flight Training (T-34) Master

Curriculum Guide (Corpus Christi: Department of the Navy,
September, 1991), 9.

11. U.S. Navy, Intermediate Helicopter (T-34) Master

Curriculum Guide (Corpus Christi: Department of the Navy,
November 1991), 7.

12. U.S. Navy, Undergraduate Helicopter Flight Training

Curriculum (Corpus Christi: Department of the Navy, June
1992), 7.

13. IERW Aviator Course Program of Instruction (January

1990), 7.

14. Undergraduate Helicopter Flight Training Curriculum

(June 1992), 15.

15. Department of Defense Interservice Training Review

Organization (ITRO), Undergraduate Helicopter Fliaht Trainina
ITRO Phase I Study (Washington: ITRO, 1991), 2.

16. The Army flies several configurations of the UH-60 and

the Navy flies primarily two configurations of the H-60, the SH-
60B and SH-60F.

14
 CHAPTER 2

LITERATURE REVIEW

The sources examined in my research include: several

studies specifically on the UHPT consolidation issue; books,

studies, research papers and theses on joint issues in

general; and documents of both the Army and the Navy

pertaining to their helicopter training programs. As

previously stated, one of the limitations is that almost all

of the material in the consolidation studies was generated

by the services and thus is presented so as to support their

position. A major task in collecting evidence from these

sources is to carefully examine the substantiation presented

for a given position and determine its validity.

There are at least four studies done over the last

seven years that deal with various aspects of UHPT

consolidation. While not all were concerned with only UHPT,

each had significant findings that related to the issue.

Yet another study is currently ongoing.

A Government Accounting Office study in 1985 looked

at the Army, Navy and Air Force Undergraduate Pilot Training

programs. The study focused on consolidation of the primary

phase of Air Force and Navy fixed wing training because the

advanced phases dealt with more specialized, service unique

15
training. The criteria for the study were that

consolidation would have to produce dollar savings, continue

to meet the pilot production requirements and not result in

a reduction in the quality of trainingI. One of the main

differences that the GAO study pointed out between the Air

Force and Navy program's syllabi was that the Navy syllabus

contained more instrument training and emphasized instrument

skills because they are required for all-weather operations

in the fleet. The report did not recommend consolidation.

Defense Management Report 962 of September 1990

reviewed opportunities for improving the management of

military training'. It specifically made recommendations

for improvements in helicopter pilot training by eliminating

Navy fixed wing training and consolidating all DOD

helicopter pilot training at the Army Aviation Center, Fort

Rucker, Alabama. These two proposals are the subject of a

study now being conducted (November 1992) by the Assistant

Secretary of Defense for Force Management and Personnel

(FM&P) and represent the issues at the heart of the

consolilation discussions.

The Department of Defense Office of the Inspector

General (DOD IG) issued Audit Report 92-063 entitled

"Acquisition of Common Aircraft for Navy and Air Force

Undergraduate Pilot Training" in March 1992g. The stucv is

significant to this research for several reasons. it

discusses in detail the Navy requirement for the fixec wing

16
training given to its helicopter pilots receive and

addresses the Defense Elanagement Report 962 proposal that

all UHPT be consolidated at Fort Rucker. The Audit

recommends that fixed wing training be eliminated and that

UHPT be consolidated, but endorsements by the Assistant

Secretary of Defense (FM&P) do not concur with the

proposals. Instead, they call for additional study to

develop more detailed information to make a decision on the

proposals. Comments on the recommendations of the DOD IG

Audit Report made by the Deputy Director of Defense Research

and Engineering (Tactical Warfare Programs) and the Navy

again highlighted the Navy's philosophy on the benefits of

the instrument training that its pilots receive in the fixed

wing syllabus.

Another group that has studied the consolidation

issue is the Interservice Training Review Organization

(ITRO). ITRO is a jointly chaired group with

representatives from all the services. ITRO first studied

consolidation in 1975, concluding, at that time, that it was

a cost effective proposal. The most recent ITRO study was

completed in 1991 , subsequent to the DMR 962 proposals.

The ITRO study was done in two phases: Phasi I looked at

primarily facilities and curriculum issues; and Phase II

conducted cost analysis of the options presented in Phase I.

Tie first option was fixed wing training for Navy students.

conducted by the Navy, prior to a jointly developed, all

17
service common core helicopter curriculum. This was to be

followed by service unique helicopter Tracks at Fort Rucker.

The second option eliminated fixed wing training, with only

rotary wing training being conducted. Cost analysis,

conducted in Phase II of the ITRO process, indicated it

would not be cost effective and the study recommended not

pursuing Phase III, implementation.

The above reports are the most recent examples of

studies on the consolidation issue. Because the studies

were conducted by many diverse organizations, at different

times, with different criteria and objectives, they have

contributed to the confusion and complexity of the issue.

Their relevance to this research is that they discuss the

critical issues of UHPT, which have a direct bearing on the

common core syllabus issue. It is interesting to note that

with one exception, there is no significant discussion of a

requirement for maintaining the quality of training that

currently exists. This, too, begs the question of what the

common core syllabus would consist of and how it would or

could adequately meet the needs of all the services.

The studies and documents related to the UHPT

consolidation issue provide the background and historical

development necessary to understanding the overall

situation. The instructions and regulations of the services

pertaining to the current UHPT programs are the place where

the answer to the primary research question begins.

Is
 Delineation of the Army program is found in three

documents. The Initial Entry Rotary Wing (IERW) Training

Program of Instruction (POI) contains a breakdown of the

individual tasks and training events that are conducted in

the Army's. UHPT program. It is arranged by event type,

sequence and training time and gives a detailed description

of the Core, Tracks and other advanced syllabi.

The Primary and Instrument Phase Flight Training

Guides (FTG) provide the details of those portions of the

syllabus. They contain a flight period outline, tasks

selected for training, training objectives and other

pertinent information.

The Navy's UHPT program falls under the cognizance

of the Chief of Naval Air Training (CNATRA). CNATRA

provides guidance for the administration of the Navy's UHPT

program through the Undergraduate Helicopter .Flight Training

(UHFT) TH-57 Master Curriculum Guide and the UHFT Curriculum

Outline. These publications contain the guidelines for

implementation of the program, a breakdown of training by

hours and an outline of the items that are taught or

evaluated on each flight. Curriculum documents for Aviation

Preflight Indoctrination, Primary Flight and Intermediate

Helicopter Training contain the details of those phases of

the Navy UPT program.

Safety and flying data may provide further insight

on the two programs. The Army and Navy Safety Centers can

19
provide information on accident rates among helicopter

pilots, categorized by flying-hours experience, type of

aircraft, operating environment, etc. Data such as mishap

factors related to training deficiencies, mishaps rates in

the UHPT training environment and type and quantity of hours

flown under various types of flight conditions (visual,

night, instrument) may help in evaluating the programs.

20
 Endnotes

1. U.S. General Accounting Office (GAO), "Fixed Wing

Undergraduate Pilot Training Consolidation", Briefing delivered
to Senate Armed Services Committee, 18 March 1985 (Washington:
GAO, 1985), 4.

2. Department of Defense Inspector General, Acquisition

of Common Aircraft for Navy and Air Firce Undergraduate
Pilot,Training Audit Report Number 92-063 (Washington: DOD IG,
1992), 3.

3. Acquisition of Common Aircraft for Navy and Air Force

Undergraduate Pilot Training Audit Report Number 92-063 (March
1992), i.

4. Department of Defense Interservice Training Review

Organization (ITRO), Undergraduate Helicopter Pilot Training ITRO
Phase II Study Cost Analysis (Washington: ITRO, 1991), 1.

21
 CHAPTER 3
RESEARCH METHODOLOGY

The purpose of the research design is to collect,

analyze and interpret data relevant to the research topic.
Specifically, this research model was constructed to answer
the research questions pertaining to the formulation of a
consolidated UHPT program.

Collection

Data was collected from the various primary and

secondary sources described in Chapter 2. Primary sources

included Army and Navy instructions and publications

pertaining to the administration of their respective UHPT
programs. Secondary sources included the various studies
conducted on the subject of consolidation.
The first step in the collection of data was to
gather information to provide the background and help to

develop a basic understanding of the concept of

consolidation of UHPT programs. The objective of this was

to identify the most piCnr inent issues in the consolidation

debate and, specifically, those issues pertinent to the

formulation of a joint, consolidated syllabus.

Additionally, this research helped to define the

22
requirements a consolidated syllabus would have to meet and

where it might fit into the overall UHPT system.

The first source that was used were the studies and

documents that addressed previous efforts on consolidation.

The most significant of these included the Interservice

Training Review Organization Phase I and II studies from

August and September 1991, respectively, the Department of
Defense Inspector General Audit Report from March 1992, and
the Assistant Secretary of Defense (Force Management and
Personnel) Memo from August 1992.
Newspaper and magazine articles that dated from the
days of the earliest proposals in the mid-1970's provided a
historical perspective.

Once the background and overall context of the

consolidation issue was established, the next step was to
collect information that dealt with the current UHPT

programs. Since the focus of the consolidation discussions

was the Army and Navy UHPT programs, information was
collected that defined each of these programs.
The data required for an analysis of the Army's UHPT
program is contained within the IERW program documents. The
IERW Program of Instruction (POI) addresses both the Core
and Track courses of training. The POI provides a general
overview of the program as well as a description of the

Primary and Instrument phases within the Core course.

23
Various annexes summarize flight, simulator and academic

training and provide a course lesson sequence summary.

Specific guidelines for conducting Primary and

Instrument training are found in the respective phase Flight

Training Guides (FTG). These instructions contain data on

the purpose, scope and description of training, training

sequence and detailed objectives by task, condition and

standard.

The initial research on the Navy's flight training

program indicated that information on the entire process,

not just UHPT was needed. Navy UHPT follows the Aviation

Preflight Indoctrination (API) syllabus, and Primary Flight

and Intermediate Helicopter fixed wing training. Since the

instruction in UHPT builds upon the skills and knowledge

previously learned, it was necessary to collect data on API,

Primary Flight and Intermediate Helicopter Training as well.

Although this study makes an assumption that UHPT can be

conducted without fixed wing training, to properly analyze

the current Navy program, it is necessary to understand the

level of flight training with which a student enters the

program. A review of the API syllabus and the Primary

Flight and Helicopter Intermediate Training curriculum

documents provided that information.

The primary aocuments used in defining the current

Navy program was the UHPT Curriculum Outline and the UHPT

Master Curriculum Guide. The data from these documents

24
provided the basis for a direct comparison of the Navyv'

rotary wing training program. Together, they provide a

breakdown from start to finish of objectives, methods,

content, training times, sequence of training, etc. for

Academics and Flight Support, Simulator and Flight

instruction.

Analysis

The objective of the analysis phase of the research

was to evaluate the collected data. This evaluation, done

by qualitative and quantitative comparison in this research

model, presents facts that can then be used in the

interpretation phase to reach conclusions about the research

topic. The analysis phase of the research concentrates on

three main areas.

First, the background data will serve to identify

the pertinent issues that affect the formulation of a

consolidated UHPT syllabus. The underlying goal of this

analysis is to further refine the context in which the

consolidated syllabus is created and would operate.

The next area encompasses the most significant

portion of the analysis, which is the comparison of the

current UHPT programs. Analyzing the programs based on

common criteria will provide a means of identifying true

areas of commonality. The criteria used for this analysis

are described below.

25
 The first criteria is to define the objectives of

both programs. Objectives are both stated explicitly in

UHPT documents and can be inferred from various data about

the programs. This information helps in understanding the

overall structure and content of each syllabus.

The second criteria, content, covers two related

areas: the topics that are taught; and the quantity of each

topic taught in academic/flight support, simulator and

flight instruction. The analysis will look at measures such

as number of hours, training days, lessons, flights, etc.
dedicated to each topic of instruction.
Additional criteria used to analyze the syllabi are
the pace, sequence and methods of training. Pace of
training evaluates how much training is conducted over a
given period of time, for example, how many flights per week
in the flight phase, or an overall measure ot how long the

entire syllabus takes.

The sequence of the syllabus looks at the order in
which the training is conducted. The arrangement of the
modules (Navy) and stages (Army) provides insight into the
design of the program and how subjects and types of
instruction build on and support one another. This

information may help to justify the type and amount of a

given subject and point out ways that a syllabus seeks to

achieve its objectives.

26
 Finally, a comparison of the methods of training was

done. This included the form of instruction, such as

lectures, self paced study, individual one-on-one

instruction, the use of civilian and military instructors

and the use of dual and solo flight instruction.

Interpretation

The first step in the interpretation phase is

defining the objective. This determines where a

consolidated syllabus starts and what it aims to accomplish.

It prcvides a view of where the consolidated syllabus fits

in the overall UHPT concept.

In defining the objective, commonality and the

question of scope--how much a consolidated syllabus should

attempt to effectively-teach--become the limiting factors.

This issue impinges directly on advanced training. One of

the assumptions was that a consolidated syllabus could

provide aviators for advanced training with the same level

of training as the current programs. This is necessary in

order to limit the scope of the study, and not evaluate the

effect on advanced training programs. In practical terms,

this is also desirable because the cost to operate the

aircraft used in advanced training is much greater than the

cost for UHPT training aircraft.

Specifically, defining the objective will determine

the skills and knowledge that the consolidated syllabus

27
teacLes to studur;t aviators. This represents the desired

end state for the program.

The next step in the interpretation phase is to draw

conclusions and make judgements about the common and unique

items identified in the analysis phase. These elements form

the basis of the recommended consolidated syllabus.

Common items are addressed in the same structure as

in the analysis phase: content, both topic and quantity, by

type of training (academic, simulator, flight); and finally,

pace, sequence and method of training.

For those items initially identified as unique to

either program, they are evaluated for potential inclusion

in the consolidated syllabus in view of any anticipated

future requirements or benefit. If they are identified as

truly unique items that are necessarily part of the

undergraduate phase, as opposed to the advanced phase,

alternatives for accomplishing them are examined.

The end product of the research is recommended

consolidated syllabi. The recommendations address the

objective and content of syllabi with varying degrees of

consolidation, and the rationale for that consolidation.

28
 CHAPTER FOUR
ANALYSIS

Introduction
This chapter discusses the pertinent, consolidated

related issues from previous studies and provides detailed

descriptions and comparisons of the Army and Navy UHPT

programs. The descriptions of the programs will include

their objectives, content, pace and sequence of training,

and the methods of instruction.

Previous Studies/Issues
Numerous studies and documents on the various
aspects of consolidation have been produced in the past.
Some studies were concerned with only UHPT and in some
studies UHPT was only one of many aviation training related

issues addressed. A review of a few of the most recent

studies will highlight pertinent issues directly related to
the formulation of a consolidated syllabus.
In February 1985, the General Accounting Office made
a presentation to the U.S. Senate Armed Services Committee

on the subject of Fixed Wing Undergraduate Pilot Training

Consolidation. 1 The Air Force and the Navy programs were

29
the focus of the presentation. It is notewortLy for the way
in which the issue was examined.
The presentation made three main assumptions. The

first, and most important in the study, was that there had
to be an opportunity for substantial cost savings by closing

a training base through consolidation. Second, any

consolidation of training functions had to satisfy

Department of Defense pilot training requirements, and

2
third, that it must not reduce the overall program quality.
The presentation stated in its conclusion about the

comparison of the syllabi that there were "more

differences.. .attributed to.. .different operating
environments and skill emphasis."'3 It also noted that the

Navy syllabus contained a greater quantity of instrument

training because of the nature of its "all weather

operations.
Three additional documents, all originating in the

last two years, are interrelated. They provide an overview

of the current status of the issue.
The Interservice Training Review Organization (ITRO)
conducted two phases of a three phase study of UHPT
consolidation in 1991. Phase I was an overview of the issue
that developed three options, two -f which were cost

analyzed in Phase II. Option 1 was to maintain the status

quo. Options 2 and 3 were a joint core helicopter syllabus,

with follow on service unique helicopter phases preceded by

30
either a no-fixed-wing or a modified-fixed-wing syllabus for

Navy students. Of the issues addressed by the study, the

necessity of the fixed wing training for Navy syllabus

students was the most prominent issue. while the study did

not make any qualitative judgements about the value of

either syllabus, it did contain a section showing a task by

task comparison of what each syllabus contained.

The Navy, in rebuttal, raised two main points.

First, they felt the loss of fixed wing training resulted

in a "loss of emphasis on independent decision making in the

more structured Army program." 5 Second, they felt the loss

of fixed wing training would result in the loss of the

benefit of situational awareness development from exposure

6
to aerobatics and out-of-control flight regimes.

The study did little to resolve the consolidation

issue. Phase II recommended against further study (i.e.

Phase III) because it determined consolidation was not cost

effective.7

An Audit Report by the Department of Defense (DOD)

Inspector General in March 1992 looked at several programs

and issues in the 1989 DOD Trainer Aircraft Masterplan.8

Elimi.nation of fixed wing training in the Navy UHPT program

and consolidation of UHPT were again major issues because

they greatly affect the decision on numbers of aircraft

procured for fixed wing UPT. If UHPT fixed wing training is

eliminated and UHPT consolidated, the number of aircraft

31
needed for UPT is greatly reduced resulting in major cost

savings.
The report included findings that Navy fixed wing

training was not cost effective and that consolidation of

UHPT held the potential for significant cost savings. The

Assistant Secretary of Defense (Force Management and

Personnel) (ASD (FM&P)) did not concur with those findings,

however, stating that the Audit Report compared dissimilar

programs and that more thorough study of the issue was

necessary.

Among other things, the Navy's rebuttal to the

report's findings stated that fixed wing training was an

essential part of its overall instrument training

objectives, necessary to meet its internal standards for

instrument qualification of its pilots. 1 0

Subsequent to the DOD IG Audit Report, the ASD(FM&P)

coordinated with tne Inspector General to form a group to

conduct further study of consolidation. A memorandum dated

August 25, 1992, tasked the group to study the issues that

were raised in the Assistant Secretary's endorsements to the

report. That report was not available at the time this

research was conducted.

Another recent document that discusses the

consolidation issue is the "Report on the Roles, Missions,

and Functions of the Armed Forces of the United States"

issued in February 1993. In that report, GEN Colin Powell,

32
Chairman of the Joint Chiefs of Staff, makes the following

observations and recommendations regarding UHPT:

-- Although the 1991 ITRO report held that

consolidation was not cost effective, one area that might

produce savings was the procurement of a common training

aircraft. The Chairman stated that "continued study is

warranted for both consolidation of helicopter training and

1
development of a common training helicopter."'

-- As an objective, he recommended achieving a

consolidated overall flight training program by the year

2000.12
-- Near term objectives included establishing a joint

service team to develop and implement a consolidation plan,

exchanging instructor pilots among the service programs to

develop first hand knowledge about the challenges involved,

and, if cost effective, to relocate Navy, Marine Corps and

Coast Guard helicopter training to Fort Rucker by the end of

1994.13

With these issues as background, the individual

programs will now be examined.

Army UHPT

The Army UHPT program is known as the Initial Entry

Rotary Wing (IERW) Aviator course. IERW is conducted for

warrant and commissioned officers using only rotary wing

aircraft, in contrast to the Navy program which uses fixed

and rotary wing aircraft. The IERW program consists of a

33
Common Core portion followed by four Tracks that train
pilots for specific models of aircraft (OH-58, UH-1, AH-I

and UH-60). The Common Core portion of IERW is conducted in

two phases, Primary and Instrument. These two phases are

the area of IERW which appear to be the most common with

Navy UHPT and on which this study is focused.
Army IERW will be examined against the same criteria
as Navy UHPT: objectives, content (both topics and

quantity), pace, sequence and method of training.

Objectives

The objectives of the Army UHPT program are found in

the purpose and scope statements in the IERW Program of
Instruction (POI) publication. The purpose of the IERW
Common Core syllabus is "to train initial entry aviator
students in rotary wing aviator skills.. .for progression
into the applicable follow-on aircraft system track."' 4 The
scope of the course is "to provide basic rotary wing skills
and knowledge" and "includes physical and mental skills and
knowledge objectives for basic rotary wing flight maneuvers,
emergency procedures, flight planning, instrument flight,
safety factors and introductory aviator Survival, Evasion,

Resistance and Escape (SERE) training.'15

The purpose of the Primary and Instrument phases

parallel the overall Common Core. The Primary phase

attempts "to train IERW students for system qualification in
the UH-I helicopter"16 , while the Instrument phase seeks "to
34
provide initial entry rotary wing instrument qualification

under actual or simulated Instrument Meteorological

Conditions (IMC).''17
At the next level of detail, tasks are identified
that are "the minimum learning objectives required to
complete this course." 18 These are discussed in detail in
the Flight Training Guides in Chapter 3, "Training
Objectives." The training tasks are numbered and their
format includes Task, Conditions, Standards, Description and
Procedures. These provide the student with step-by-step
guidance on each of the maneuvers found in the Common Core
for both Primary and Instrument phases. 19 The tasks are
listed in Appendix B.

Content
Army UHPT is organized differently than the Navy
UHPT program. Content information, the topics and quantity
of training and instruction that make up IERW, are derived
from the Program of Instruction and the Flight Training
Guide publications.
The Program of Instruction (POI) contains
information about the entire IERW program. This includes
IERW Common Core for Army, Air Force and foreign military
students (known as EURO-NATO), and the Tracks for advanced

Army training.
The POI begins with a Preface page that provides

basic data about each of IERW courses. POI training annexes

35
describe the details of IERW instruction by subject, for
example, Course Orientation, Aviation Medicine, Primary

Academics. etc. The instructional purpose for the annex is

stated, and total hours are given by various categories.

The individual POI files are listed, showing further detail,

including the scope, tasks supported and instructional
element that conducts the training. The POI also contains a
POI File Index, and a Course Summary, which shows the
number of hours of training from each annex that are
20
conducted in the Core and each of the tracks.
The IERW Course Lesson Sequence Summary provides a

sequential listing of the training days, with POI File

Numbers and hours of instruction per day. 21 The POI Files
listed in the summary were cross-checked against the

training annex listings to determine the exact amount and

type of training conducted in a certain portion of the IERW

syllabus. This is necessary since only parts of the annexes

apply to certain IERW courses.

While the Program of Instruction gives an overview

of the entire IERW program, detailed information on a
specific portion of the syllabus is found in the Flight
Training Guides (FTG). In this study the Primary and
Instrument phase FTG's were examined. Flight Training
Guides contain an introduction to that phase of training,

the training sequence, the training objectives and

22
supplemental information.

36
 The training sequence gives a breakdown of the
flight hours in the phase, along with a listing of the tasks
selected for training and the outlines of the flight
periods. Flight period outlines list the standard elements
of every period and a breakdown of hours and specific task
numbers that are trained on in that period.23 Also included
is a detailed discussion of the requirements and procedures
24
for conducting evaluations within the phase.
The description of Training Objectives addresses in
detail all of the tasks selected for training in that phase.
The format is organized into five elements: Task, Condition,
Standard, Description and Procedure. 25 It provides a step-
by-step discussion of how each maneuver or task is to be

performed by the student.

Supplemental information includes tasks that are
classified as Supporting Skills and Knowledge and
miscellaneous guidance and procedures related to the conduct
of flight training.26
The Primary and Instrument Phase Flight Training
Guide are similar in organization and content. 2 7 The above
description of the IERW program documents and organization
will help to understand the information discussed in the
content analysis of Army UHPT. Table 1 represents the

configuration of Army IERW Core phases.

Content of the programs is defined in this study to

include topics and quantity of the different types of

37
 Table 1, Army IERW Core Phase Summary

IERW Core

Phase/Stage Objective/Content

Primary Familiarization
Stage I
Primary Familiarization
Stage II

Instrument Basic and Radio

Stage I Instruments,
Airway Navigation
Instrument Basic and Radio
Stage II Instruments,
Airway Navigation

instruction. The topic addresses the subjects dealt with in

the four general areas of training (Academic and Flight
Support, Simulator and Flight Training). Academic and
Flight Support instruction will be addressed as one
category. The distinction between'the two is not significant
for the purposes of this study.

The Primary and Instrument phases of the Core

syllabus were examined to determine the make up of each
category. From the Course Lesson Sequence Summary,
individual POI Files were evaluated to identify the type of

training they contained and then categorized appropriately.

For simulator and flight training, topics were identified
from the lists of tasks selected for each type of training.

38
 The general training area of Academics and Flight

Support covered a variety of subjects. Those subjects,

categorized by the general title of the annex in which they
are found, and the specific items within each Annex are
listed in Appendix C. Table 2 and Appendix D summarize the
IERW Core syllabus content.

Table 2. Army IERW Core Syllabus Content Summary

Training Type Periods Hours

Academic/Flight - 253.0
Support
Simulator
Cockpit Procedure 5 7.5
Trainer
Flight Simulator 20 30.0
TOTAL 25 37.5
Flight
Primary Stage I 20 18.5
Primary Stage II 30 41.5
Instrument 20 20.0
Stage II
TOTAL 70 80.0

Pace
The criteria of pace looks at measures of the
quantity of instruction in a given period of time. For
example, this can range from the amount of instruction in a

single flight or a training day, to the overall length of

the syllabus.

39
 The training week in the IERW Core syllabus is

defined as 8.5 hours per day, 42.5 hours per 5-day week.A8
Of the 8.5 hours, 5.5 hours are dedicated to the scheduled

flight event. This time is known as Flight Training Block

Time (FTBT) or Simulator Training Block Time (STBT).

Evaluation blocks are designated as Flight Evaluation Block

29 A
Time (FEBT) and Simulator Evaluation Block Time (SEBT).

Table 3. IERW Core Block Training Time

Element Primary Instrument

Flight Simulator Flight

Flight 0.6 0.5 0.5

Commander's
Brief
Instructor's 0.5 0.5 0.5
Briefing

Demonstrate 3.9 3.0 4.0

and Practice
Tasks

Debriefing 0.5 0.5 0.5

TOTAL 5.5 4.5 5.5

typical distribution of the Flight and Simulator Training

Block Time is shoown in Table 3.
The time allotted to "Demonstrate and Practice

Tasks" includes the actual flight or simulator portion of

the training. The objective times for these periods are 1.3
hours for Primary flights, 1.5 hours for Instrument

simulators and 1.0 for Instrument flights.

40
 The overall length of the IERW Common Core is 100

training days, or 20 weeks.30 The first 10 days of the Core

syllabus are dedicated to Course Orientation. The Primary

phase is 50 days, with 60 flight hours (57.5 dual, 2.5

solo), and the Instrument phase is 40 days, with 30

simulator hours and 20 flight hours. 31 The syllabus

contains one flight or flight simulator per day once

students begin flying on training day ii.32

The flight training guides contain other

miscellaneous guidance related to the pace of the syllabus.

The Instrument FTG description of training states "students

should fly daily" and "to allow for the advanced student,
flight periods may be completed prior to the day
indicated."' 33 Although these conditions are not stipulated
in the Primary FTG, the course lesson sequence summary
indicates that flights are scheduled daily once students

begin flying.

Sequence

The sequence of the syllabus is an evaluation of the

progression of instruction by type and topic area. It is
discussed here by the various stages found in the IERW Core

program.
In the Primary phase, training days 1 through 10 are
used to conduct inprocessing and orientation, as well as
instruction on Aviation Medicine, UH-1 Radio System and

41
procedures, Performance Planning, Airframe Structure and
five Cockpit Procedural Trainers.34
Stage I of Primary Flight training occurs from

Training Days (TD) 11 to 26. Instruction includes basic

flight maneuvers and emergency procedures. There are no new
maneuvers introduced after TD-21 and the Stage check flight
is conducted on TD-26. Academics taught in Stage I cover
35
aerodynamics and UH-1 aircraft systems.
Primary Stage II, TD-27 through TD-60 continues
basic familiarization flight training with the introduction
of a limited number of new maneuvers; there are no new

introduced after TD-30. This Stage includes the student's

first solos (TD-19, -22, -24) and finishes with the final
stage check flight on TD-60. 35 Weather, flight rules,

navigation procedures, professional development and SERE

instruction is given in Stage II.

The Core Instrument phase covers TD-61 to TD-100 and

is also divided into two Stages. The phase includes 20
simulator and 20 flight events. Stage I is TD-61 to TD 70
and is composed entirely of Flight Simulator events of 1.5

hours each. The simulator periods are used to teach basic

instrument procedures, unusual attitudes, emergency

procedures and cockpit teamwork. Academic topics in this

stage are navigation procedures and equipment and radio
37
instrument procedures.

42
 Stage II of the Instrument phase, TD-71 to TD-100,
begins with 10 additional simulator periods followed by 20

flight periods. These events teach radio instrument

maneuvers and procedures, instrument approaches, flight

planning and enroute navigation (airway navigation). By the

end of the simulator periods, all new instrument phase
maneuvers have been introduced and flight periods are used
to practice maneuvers and refine instrument flying skills.
The academic topics taught in this stage are instrument
navigation, flight planning, aircrew communication and
3
coordination, and terrain flight operations. 8

Methods

The methods of instruction criteria considers the

means and personnel used to implement the syllabus. In the
Army UHPT program, this is encompassed in what is known as
the instructional element, which is the organization and
type of instructor.

Academic and Flight Support instruction use the

following methods: briefing, conference, demonstration,
film, practical exercises of various kinds, programmed
instruction, seminars, and television and video tape.39

Simulator training is conducted in the UH-1 Cockpit

Procedural Trainer and Flight Simulator devices. All flight
training is conducted in the UH-1 aircraft.

Contract instructors teach all Primary and

Instrument phase academics and flight instruction. With the

43
exception of some Primary mid-phase progress checks, all
evaluation events (except simulators) are conducted by Army
40
officer instructors.
Military instructors also teach the following

Academic and Flight Support topics: Course Orientation,

Aviation Medicine, Aircraft Systems, Cockpit Procedures,

SERE, Map Interpretation and Terrain Analysis, and

41
Professional Development.

IERW UH-1 Track

The IERW UH-1 Track consists of Basic and Advanced

Combat Skills, and a Night/Night Vision Goggle phases. A
brief discussion of this track is provided for the purpose
of subsequent Comparisons and Recommendations. Appendix E

provides an overview of the UH-1 Track instruction.

Basic Combat Skills provides 44.0 flight hours of

mission type instruction that leads toward qualification and

42
designation as an Army aviator in the UH-1 aircraft.
Training includes Cross Country Day VFR Navigation, Terrain

Flight (Low Level, Contour and Nap of the Earth (NOE)),

External Load and Confined Area Operations and an

introduction to Multiaircraft operations (formation).

The Advanced Combat Skills phEse focuses on the

aircraft employment in a tactical environment. The

instruction is centered on "in-depth tactical mission
planning and multiaircraft operations." There are 13.8
43
flight hours in this phase.
44
 The purpose of the Night/Night Vision Goggle phase

is to qualify IERW students for night vision goggle

operations under visual meteorological conditions (VMC).

The phase consists of 23.5 hours of flight instruction and

1.5 of simulator instruction.44

Navy UHPT

Navy UHPT is the rotary wing portion of the Navy's

overall Undergraduate Pilot Training (UPT) program.

Prerequisites for beginning the UHPT program are successful

completion of the Primary and Intermediate courses, which

are both conducted in the T-34C fixed wing aircraft.

Objectives

UHPT is intended to be a logical progression in the

Navy's flight training program. The "objectives,

disciplines and flying skills achieved by the student Naval

aviator (SNA) are common throughout UPT." 45 The objective

of UHPT "is to teach the skills necessary for flying rotary

wing aircraft, qualify students for rotary wing and Naval

Aviator designation and a standard instrument rating."46

This main objective is supported by nine Terminal

Objectives 4, which represent the broad areas of training

that the program seeks to provide. These nine objectives are

summarized below:

45
 -- Execution of basic familiarization flight

maneuvers, under day and night visual meteorological

conditions (VMC).

-- Analysis and interpretation of limiting

environmental factors affecting flight.

-- Electronic and visual navigation in compliance

with standard operating directives.

-- Communication procedures, both externally and

within the aircraft using visual and electronic means.

-- Management of existing normal and malfunctioning

aircraft systems in accordance with established procedures

and limitations.

-- Execution of instrument flight maneuvers.

-- Conduct of day shipboard operations.

-- Execution of helicopter basic tactical maneuvers.

Each terminal objective contains learning

objectives. These learning objectives are more detailed,

specific items that, when completed, facilitate the

accomplishment of the supported terminal objective. The

various terminal objectives contain between five and twenty

48
eight learning objectives.
The learning objectives are further broken down by

the actions, conditions and standards that lead to their

completion. The actions are the tasks or performance

required of the students, the conditions describe the

46
environment under which he must perform those actions, and
the standard is the level of performance he must meet.

By completing the various training events in the

syllabus, students gain the skills and knowledge required to

meet the program objectives. The actions, conditions and

standards contain requirements to describe procedures,

recall criteria, recognize cues, make control inputs, etc.

for the training items in each event.

The syllabus is organized into modules that are

logical, progressive groupings wr combinations of training

events (flights, simulators, lctures, examinations, etc.).

Each of these modules has its own objective that pertains to
the area of instruction found in that module.
To summarize, the mission of Navy UHPT is tc teach
basic rotary wing flying skills (i.e., familiarization and
instrument) leading to qualifications for rotary wing and
naval aviator designations, and an instrument flight rating.
This objective is supported by nine terminal objectives
which are defined by actions, conditions and standards. The
actions are the basis for the tasks that are found in the
modules of the actual syllabus. The modules are groups of
instruction of various types (flight, simulator, etc.) on
related subject areas (basic familiarization skills,
tactics, instrument skills, etc.).

47
 Content
An understanding of the content of the program is
necessary for further analysis. A general discussion of how
the program is organized and structured will be provided to

Table 4. Navy UHPT Module Summary

Module Obiective/Content
0 Introduction/Orientation

1 Familiarization,
Emergency Procedures
2 Day/Night VFR Navigation
3 Introduction to Tactics
(Confined Area
Landings, External
Loads)
4 Basic Instruments,
Emergency Procedures
5 Radio Instruments,
Emergency Procedures
6 Radio Instruments,
Airway Navigation
(Instrument Rating
Qualification)
7 Tactics (Low Level
Terrain Flight,
Formation, Search and
Rescue Patterns,
Overwater Flight,
Shipboard Approaches)
8 Shipboard Landing
Qualifications

48
help in understanding of the content. Content will then be
discussed by the topics covered in each of the four general
training areas (Flight Support, Academic, Simulator and
Flight Training) and the quantity of each topic. A listing

of all the tasks and maneuvers found in the syllabus is also

provided in Appendix B.
Training of SNA's is accomplished through the
completion of nine modules of instruction. The modules
combine topic-related training of the four basic types
and include a statement of the general objective. The
modules are designed to be accomplished sequentially, in
order to provide a logical flow to the training process.
The module objectives are summarized in Table 4.

The Academic category of instruction includes three

subjects: Aerodynamics, Engineering and Instrument

Navigation.49 These subjects are tailored to rotary wing

aircraft in general and the TH-57 helicopter, flown by Navy
students, in particular.
The flight support area covers the following topics:
Welcome Aboard, Safety, Preflight and Cockpit Procedures,
Course Rules and NATOPS Open/Closed Book Examinations and

Flight Procedure Seminars (VFR Navigation, Emergency

Procedures, Course Rules, Basic Instruments, Radio
Instruments, Airways Navigation, Formation/External
Loads/Confined Area Landings Course Rules, Low Level VFR and

49
 Table 5. Navy UHPT Syllabus Content Summary

Element Periods Hours

Academic/ - 96.3
Flight Support

Simulator
Cockpit 5 6.5
Procedures
Trainer
Flight 18 36.4
Simulator
TOTAL 23 42.9
Flight
Module 1 17 25.8
Module 2 5 8.3
Module 3 4 6.5
Module 4 9 14.5
Module 5 2 3.5
Module 6 17 33.0
Module 7 14 23.5
Module 8 2 1.0
TOTAL 70 116.1

Formation Brief, Mission Brief/Shipboard Operations, Search

and Rescue Procedures and Map Interpretation). 50

Simulator training is conducted on two devices. The

Cockpit Procedures Trainer (CPT) is used to familiarize
students with the layout of the cockpit, teach the use of
checklists, the operation of aircraft controls and systems,

and provide an introduction to emergency procedures. 51 The

TH-57 flight simulator is used to teach Basic and Radio

instrument, and Airway Navigation procedures, as well as

emergency procedures and helicopter tactics.52

50
 Flight training is taught in two models of the TH-57
helicopter ("B" and"C" models) 53 and is divided into nine
stages of training (which mirror the nine modules):

Familiarization, Operational Navigation, Night

Familiarization, Transition Flight, Basic Instruments, Radio
Instruments, Airways Navigation, Helicopter Tactics and Ship
54
Qualification.
The training tasks or maneuvers are found in the

actions, conditions and standards that define each terminal

learning objective. The maneuvers and tasks are listed in

Appendix B and will be discussed further in the comparison

of the programs.
The quantity aspect of the content of the training

is stated as time or events. Quantities are addressed by

the amounts of general types of training and are summarized

in Table 5. Appendix F contains a more detailed

description.

Pace
Pace is a measure of the rate of training or the
speed at which a student is expected to move through the
syllabus. In its discussion of objectives, the Navy UHPT
Curriculum Outline states "the goal of all students is to

meet the... . terminal objectives within the specified flight

55
hour and calendar day limitations."
rhe Navy UHPT student training week is defined as 6

hours of instruction per day, 5 days per week for a total of

51
30 hours. 56 In computing that time, a formula is used that
includes additional training time for each curriculum hour
or event. This additional training time allows for
preparation and study, briefing and debriefing, and
7
preflight and taxi time, as applicable.

Another measure of the overall program pace is the

Helicopter Phase Training Time, or time to train. This
computation contains two elements. The first is simply the

cumulative total curriculum hours for Flight, Simulator,

Academic and Flight Support, and administrative time. The
second element is a percentage of the curriculum time, known
as additional time to train, that considers several factors:

weather, unsatisfactory events and associated delays,

medical groundings, and events cancelled due to instructor
or equipment availability. The percentage currently used is
33.5% of total time as planned overhead.58 Based on a
curriculum time of 78.9 training days (16.0 weeks), the
additional time to train is 26.4 days, which yields a total
time to train of 105.3 training days or 21.4 weeks.59
The Master Curriculum Guide for Navy UHPT contains
additional guidance on the conduct of the syllabus that

relates to pace, summarized below: 60

-- After Module 0, academic, flight support and

simulator events may be completed in sequence, one module in

advance. Instrument simulator events must be completed

52
before their corresponding flight event and commanding
officer approval is required to fly an aircraft period out
of block.
-- Students are limited to one flight per day in the

familiarization stage until FAM-9, and then are allowed to

fly two flights per day. In the basic instrument stage,

students may fly two flights per day after BI-4 (Simulator).
-- Student workday is limited to 12 hours from the
beginning of the first event or briefing, until the
completion of the last event or debriefing.

-- Students scheduled for more then one event in a

day shall normally disembark from the aircraft, be given the
required debrief and an adequate rest period before
beginning the next event. Exceptions are made for three

specific combinations of flights and all Helicopter Tactics

stage flights. Those may only be flown together when

properly briefed beforehand.

Sequence
Sequence examines the progression by type and topic
of training within the structure of the syllabus. As
already addressed, the Navy syllabus is arranged in modules
that are comprised of the various types of instruction. In
general terms, the sequence of instruction in each module is
arranged so that Academic and Flight Support instruction

precede the beginning of a new stage of flight events.

Cockpit Procedures Trainer events are all conducted in

53
Module 1 and simulator events are required to be completed
before corresponding flight events, as noted above.
61
Refer to Table 4 for a summary of the sequence by modules.
The sequence of solo and night flights should be

noted at this point. The first two solos occur in Module 1.

The first night flight is conducted in Module 2. Module 6
contains two Airway Navigation solos and Helicopter Tactics

solos are flown in Module 7.62

Method
This criteria addresses various means used to
implement the syllabus. It includes both the format of the
instruction (lectures, self-study, etc.) and the personnel
who conduct the instruction.

The Navy UHFT Curriculum Outline "Course Data"

section lists the primary instructional methods as lectures,

self and group paced academics and flight tutorials. 63 The

flight and simulator stages use flight tutorial instruction.
The Academics phase includes both self study and lecture
methods and Flight Support consists of almost entirely

lectures.
In Navy UHPT, civilian instructors are only used in
simulator training. Military instructors conduct lectures,
briefings and all flight instruction and evaluations.

54
 Navy Non-UHPT Training

This is defined as the training Navy syllabus

students receive before they enter UHPT, specifically,
Aviation Preflight Indoctrination, Primary Flight Training
and Intermediate Helicopter Training. The programs are not
discussed in depth here, but a summary of their content is
found in Appendix G. This information will be used in
formulating conclusions and recommendations in Chapter 5.

Comparison

This section compares the Army and Navy UHPT

programs based on the five criteria used in the analysis of
the programs.

Objective

The overall objective of the Navy program as stated

in its Master Curriculum Guide is to teach the skills
necessary for rotary wing and standard instrument
qualifications. Army IERW training teaches "basic rotary

wing skills and knowledge". At this level, the two programs

have the same objectives. Indeed, both programs teach basic
rotary wing familiarization flight maneuvers, emergency
procedures and instrument flight maneuvers and rating

qualification.
The objectives of the programs differ in two main
areas. The Army program teaches basic Survival, Evasion,
Resistance and Escape (SERE) skills at this level. Navy

55
students receive general survival training in Aviation
Preflight Indoctrination but receive their SERE instruction
during their advanced training.
Second, the Army does not teach Shipboard Operations
at all, and its tactical or combat skill training is found
in its tracks or advanced training.
In summary, there is a great deal of commonality in
the objectives of the two programs. Both contain the
objectives of teaching three basic areas of skills:
Familiarization and Instrument maneuvers, and Emergency
Procedures.

Content

Content is considered by both topic and quantity of

training, for Academic and Flight Support, Simulator and
Flight training.
The areas of Academic and Flight Support instruction

will be addressed as one topic since the distinction between

the two appears to be only a somewhat vague classification

of the subject. Neither program offers a clear definition

of the categories. In the Navy program the Flight Support

topics are categorized separat-ly and are generally

procedure related. The distinction is less clear in the

Army program.
Both programs begin with an administration and
orientation period. Aircraft systems, theory and operation
are among the subjects taught early in the syllabus. Both
56
programs include simulator training on emergency and cockpit
procedures prior to commencing flights. Although there are
some differences in the specific maneuvers, the majority of
instruction focuses on the areas of Familiarization, and
Basic and Radio instrument maneuvers and procedures,
including communications.
Subjects unique to the two programs parallel the

discussion of objectives above. The major differences are

SERE and Aviation Medicine taught in the Army program (the
Navy teaches Aviation Physiology in Aviation Preflight
Indoctrination) and the Tactics, Shipboard Operations and
overwater Search and Rescue procedures that the Navy
teaches.
The devices used for Simulator Training provide an

additional point of comparison of the programs. Both

Cockpit Procedural Trainers (CPT) are fixed base (non-
motion), non-visual simulators. The flight simulators are
both motion-based devices, but the Navy's has a visual
capability.
Both services teach the same subjects in their
simulator phases: Cockpit and Emergency Procedures in the
CPT's, and Basic and Radio Instrument, and Airway Navigation
procedures in the flight simulators. Additionally, the Navy
teaches SAR procedures and Shipboard instrument approaches

in the Helicopter Tactics phase in the TH-57 flight

simulator.

57
 The comparison of the Flight phase of instruction is
made by looking at the stages and modules as previously
discussed. A comparison is made of the specific training
tasks found in each program in Appendix B.

The common instruction in the flight phase parallels

that found in the other areas: Familiarization, Emergency

Procedures, Basic and Radio Instruments, and Airway or

Enroute Navigation. In addition, the IERW Core teaches
Confined Area Landings (CAL) in the Primary phase. Navy
students receive CAL instruction in the Helicopter Tactics
module.
As noted in other types of training, most of the

service unique items are found in the Navy syllabus. In the

Flight phase these include Day and Night VFR (Operational)

Navigation, Transition Flights,64 Helicopter Tactics

(tactical approaches, low level VFR navigation, formation,
external loads, confined area landings, night operations and
search and rescue patterns) and Shipboard Qualifications.
Night and solo flights are two additional major
differences in the programs. While Army students do not
receive any night flight training in the IERW Core syllabus,
Navy students are required to receive a minimum of 10 hours
of night flight time dur.Lng UHPT. These hours are spread

out over the entire syllabus consisting of 7 flights in 5

subject areas: Operational Navigation, Night

58
Familiarization, Basic Instruments, Radio Instruments and

Helicopter Tactics.

In the area of solo flights, Army students receive

one supervised soloE5 and two true solos for a total of 2.5

hours. These are all completed in the Core Primary phase of

training. Navy students fly seven solo flights for a total

of 10.1 hours. There are two solo flights each in the

Familiarization, Operational Navigation and Airway

Navigation modules and one in the tactics module.

A comparison of the tasks and flight maneuvers is

found in Appendix B. There is a very high level of

commonality between the programs in the Familiarization, and

Basic and Radio Instrument areas. Additionally, this

appendix identifies those areas of tactical instruction the

Table 6. Syllabi Content Summary

rraining Army IERW Core Navy UHPT

Type (Hours) (Hours)
Academic 197.0 53.8
Flight 56.0 42.5
Support

Simulator 40.5 42.9

Flight 80.0 116.1

59
 Table 7. Navy Non-UHPT Training Applicable to
Consolidated Syllabus Consideration
Training API PRI INT TOTAL
Type

Academic 106.0 77.8 - 183.8

Flight - 9.0 7.0 16.0

Support

Simulator 20.8 10.4 31.2

Flight 18.5 26.0 44.5

Key: API Aviation Preflight Indoctrination

PRI Primary Flight Training
INT Intermediate Helicopter Training

Table 8. Syllabi Academic/Flight Support Comparison,

including Navy Non-UHPT
Training Army Navy
Type IERW Core UHPT and Non-UHPT*

Academic 197.0 237.6

Flight 56.0 58.5

Support
* Non-UHPT applicable to rotary wing
training.

programs have in common, which will be discussed further in

Chapter 5.

In summary, the flight stage contains similar

instruction in the basic flight skillr areas

(Familiarization, Basic and Radio Instruments, and Airway

Navigation). The Navy UHPT syllabus has more tactically and

60
mission oriented training, more solo flights than IERW Core

and includes several night flights that are not found at all

in the IERW Core.

Quantity comparisons can be made in both general and

specific terms. Tables 6, 7 and 8 provide summaries of

syllabus content for IERW, Navy UHPT and Navy Non-UHPT.

The greatest disparity in the number of hours is

found in Academic and Flight Support instruction. Navy

students receive the bulk of their Academic and Flight

Support instruction during Aviation Preflight Indoctrination

and fixed wing phases of training, prior to UHPT.

A comparison of the number of simulator and flight

events shows that the two programs are about equal. The

Army syllabus has 95 total events, which includes 25

simulator events (5 CPT's, 20 flight simulator) and 70

flight events (50 Primary, 20 Instrument). The Navy

syllabus has 93 total events, broken down as 23 simulator

events (5 CPT's, 18 flight simulator) and 70 flight events,

of which 23 are instrument events.

Pace

Pace of the programs looked at the volume of

instruction over a given period of time. Both programs are

based on a five day training week, with the Army training

day designed for 8.5 hours and the Navy's 6.0 hours. In the

Army's flight and simulator training days, 5.5 of those 8.5

hours are allotted to flight or simulator block training

61
time. Of that block training time, approximately 3.5 hours
are for instructor briefing and the conduct of the flight.
During instructor briefing time, much of the instruction on

individual flight maneuvers is conducted. In the Navy

syllabus, flight maneuver training is primarily conducted in

flight support events in a group classroom setting. This

difference in techniques accounts for the difference in
training day times. Total training time for the two
programs is roughly comparable: 100 days/20 weeks for Army

IERW Core and 105.3 days/21.4 weeks for the Navy.

There are two important facts to note about total

training time. First, Navy students have received a

significant amount of training prior to beginning UHPT.
Much of this training is what Army students receive in their
Academic and Flight Support training in the IERW Core
syllabus. Taking into account only the Navy UHPT in
comparison to IERW, the Navy syllabus provides 45% more

flight time in only about 5% more time. While this may

appear to be a very significant measure of the efficiency of
the two programs, it must be remembered, as noted above,
that a precise comparison on these terms is not possible
because Navy UHPT is the second phase of instruction Navy
students receive (following fixed wing UPT), as opposed to

IERW which is the initial phase of Army flight training.

Finally, the two syllabi accommodate for delays in

training differently. In the computation of Total Training

62
Time for Navy UHPT, a factor of 33.5% of planned time is

added to allow for various types of delays. The Army IERW

syllabus is structured with events scheduled on each of the

100 training days. The objective flight time is an average

of 1.3 hours per flight period. Instructors attempt to fly

more when they can to insure that students accrue the

required total amount of flight time. Additionally, the

Army stages include numerous flight periods in the latter

portions of the stages during which no new maneuvers are

introduced. These "practice/review" flight periods are used

to build up student flight hours to the required level,

while refining the skills already introduced.

Sequence

The programs share much in common regarding the

sequence of instruction, with some notable differences.

In the areas where the programs have the most in common,

Familiarization, and Basic and Radio instruments, sequence

is virtually the same. Both programs begin with Cockpit and

Emergency Procedures simulator training, along with

Aerodynamics and Aircraft Systems academic instruction early

in the syllabus. The flight phase sequence is

Familiarization, Basic Instrument, Radio Instrument and

Airway Navigation.

There are differences in the way the instrument

phases of training are conducted. Army students begin their

instrument training after accumulating 60 flight hours.

63
They complete all 20 instrument phase simulator events
before beginning the 30-flight instrument phase. In
contrast, Navy students have 40.6 flight hours when they

begin their instrument training, and the simulators and

flights are more integrated in the overall instrument phase.

Basic Instrument simulators are followed by Transition

Flights and then the BI flights. The purpose of the
Transition Flights is to reorient the student to flying the
aircraft after the simulator stage. The next segment
contains RI simulators, Transition Flights and then RI
flights. Finally, the last part of instrument training in
Navy UHPT is Airway Navigation simulators and flights.
Emergency procedure instruction in the flight phase

is an important part of both syllabi and they are handled in

a similar manner. Emergency procedures are introduced early
in the flight syllabi and continue to be introduced and
practiced throughout the remaining flights.

The number of solo flights has already been

discussed. Although Navy students fly more solos, Army
students complete their first solo event, a supervised solo,
at Flight Period 11, with 10.5 flight hours. Navy students
complete their first solo at FAM 13, with approximately 16.7

flight hours.

The majority of the areas that are unique to the

Navy syllabus, the mission and tactics related instruction,
take place after FAM, BI, RI and AN phases are completed.

64
 Methods
Instructional methods are essentially the same for
both programs. The delineation of the methods used for
classroom instruction in Academic and Flight Support in IERW
is more detailed than that used by the Navy. The codes
provided in the POI are used to identify the amount of each
type of instruction on each subject in the POI files found

in the training annexes. The Navy syllabus classifies its

instruction in these areas as lectures and self or group
paced academics.
The only substantive difference in the instructional

methods is the use of more self paced instruction by the

Navy.
There is a noteworthy difference, however, in the
types of instructors employed in the programs. The Army
syllabus uses contract instructors (non-DOD civilians) to a
much greater extent than does the Navy. Contract
instructors are used in every phase and in almost every type
of instruction in the IERW program. The main exception is
that Army instructors are used for the vast majority of

evaluation flights. Navy UHPT uses all military instructors

except for simulator instruction, where contract instructors

are employed.

Tactical Training Areas

Comparison of the tactical training in the Army UH-1

Track and the Navy UHPT Helicopter Tactics (HTAC) and
65
Operational Navigation (ON) areas reveals a general level of
commonality. Multiaircraft Operations (Formation), Terrain
Flight (low level), Confined Area and External Load
Operations, Night Familiarization flight and Day VFR Cross
Country navigation are all general areas of commonality.

Army unique areas are Nap of the Earth (NOE) and

Contour flight, and Night Vision Goggle training. Overwater
instrument training, Search and Rescue (SAR) patterns and
Shipboard qualifications are unique to the Navy syllabus.

Additionally, the Army Track syllabus contains 20.6 night

flight hours that support the Night/NVG training.

Safety and Attrition

Safety and attrition data were not examined in depth
for this study. By inspection, the rates in these two areas
are commensurate for the two programs.

66
 Endnotes

1. U.S. General Accounting Office, "Fixed Wing

Undergraduate Pilot Training Consolidation, briefing to
Senate Armed Services Committee, 18 March 1985, 1.

2. Ibid., 7.

3. Ibid., 26.

4. Ibid., 27.

5. Interservice Training Review Organization (ITRO),

UHPT Consolidation Study Phase II Cost Analysis (Washington:
ITRO, September 1991), 2.

6. Ibid., 3.

7. Ibid., 4.

8. Department of Defense Inspector General,

Acquisition of Common Aircraft for Navy and Air Force
Undergraduate Pilot Training Audit Report Number 92-063
(Washington: Department of Defense, 27 March 1992), i.

9. Ibid., 65.

10. Ibid., 106.

11. GEN Colin L. Powell, Report on the Roles,
Missions, and Functions of the Armed Forces of the United
States (Washington: Department of Defense, February 1993),
111-18.

12. Ibid., 111-18.

13. Ibid., 111-18.

14. U.S. Army, Initial Entry Rotary Wing (IERW)
Aviator Course Program of Instruction (Fort Rucker:
Department of the Army, January 1990), 5.

15. Ibid., 5.

16. U.S. Army, Initial Entry Rotary Wing _IERW_

Aviator Course Primary Phase Flight Training Guide (Fort
Rucker: Department of the Army, July 1991), 3.

17. U.S. Army, Initial Entry Rotary Wing (IERW)

Aviator Course Instrument Phase Flight Training Guide (Fort
Rucker: Department of the Army, March 1992), 3.

67
 18. Initial Entry Rotary Wing (IERW) Aviator Course
Core Primary Phase Flight Training Guide (July 1991), 35.

19. Initial Entry Rotary Wing (IERW) Aviator Course

Core Instrument Phase Flight Training Guide (March 1992), 9;
and Initial Entry Rotary Wing (IERW, Aviator Course Core
Primary Phase Flight Training Guide (July 1991), 36.
20. Initial Entry Rotary Wing (IERW) Aviator Course
Program of Instruction (January 1990), 17.

21. Ibid., 186.

22. Initial Entry Rotary Wing (IERW) Aviator Course
Core Primary Phase Flight Training Guide July 1991), 1.
23. Ibid., 13.
24. Ibid., 25.
25. Ibid., 35.
26. Ibid., 127.
27. Initial Entry Rotary Wing (IERW) Aviator Course
Core Instrument Phase Flight Training Guide (March 1992), 1.
28. Initial Entry Rotary Wing (IERW) Aviator Course
Program of Instruction (January 1990), 23.
29. Ibid., 23.
30. Ibid., 6.
31. Ibid., 22.
32. Ibid., 186.
33. Initial Entry rotary Wing (IERW) Aviator Course
Core Instrument Phase (March 1992), 3.
34. Initial Entry Rotary wing (IERW) Aviator Course
Program of Instruction (January 1990), 186.
35. Initial Entry Rotary Wing (IERW) Aviator Course
Core Primary Phase Flight Training Guide (July 1D91), 13.

36. Ibid., 13.

37. Initial Entry Rotary Wing (IERW) Aviator Course

Core Instrument Phase (March 1992), 11.

68
 38. Ibid., 11.

39. Initial Entry Rotary Wing (IERW) Aviator Course

Program of Instruction (January 1990), 24.

40. Ibid., 42.

41. Ibid., 25.

42. U.S. Army, Initial Entry Rotary Wing (IERW)

Aviator Course UH-1 Track Basic Combat Skills Flight
Training Guiae (Fort Rucker: Department of the Army,
October 1990), 13.

43. U.S. Army, Initial Entry rotary Wing (IERW)

Aviator Course UH-1 Track Advanced Combat Skills Flight
Training Guide (Fort Rucker: Department of the Army, July
1992), 11.

44. U.S. Army, Initial Entry Rotary Wing (IERWj

Aviator Course UH-1 Track Night/Night Vision Goggle Phase
Flight Training Guide (Fort Rucker: Department of the Army,
May 1992), 3.

45. U.S. Navy, Undergraduate Helicopter Flight

Training Curriculum (Corpus Christi: Department of the
Navy, June 1992), 15.

46. Ibid., 15. A standard instrument rating is the

initial level of qualification Naval Aviators can achieve.
It represents the minimum qualification to pilot Naval
aircraft in Instrument Meteorological Conditions (IMC).

47. Ibid., 15.

48. Ibid.,, 17.

49. U.S. Navy, Undergraduate Helicopter Flight

Training (TH-57) Master Curriculum Guide (Corpus Christi:
Department of the Navy, May 1992), 9.

50. Ibid., 10.

51. Ibid., 17.

52. Ibid., 9.

53. Ibid., 8.

54. Ibid., 9.

69
 55. Undergraduate Helicopter Flight Training
Curriculum (June 1992), 15.
56. Ibid., 9.
57. Ibid., 8.
58. Ibid., 9.
59. Ibid., 9.
60. Undergraduate Helicopter Flight Training (TH-57)
Master Curriculum Guide (May 1992), 3.
61. Ibid., 11.
62. Ibid., 11.
63. Undergraduate Helicopter Flight Training
Curriculum (June 1992), 3.
64. Transition flights are used following Basic and
Radio Instrument blocks of simulator training. After a
simulator block of instruction, students receive one or two
Transition flights to reorient them to flying the aircraft.
Depending on the point in the syllabus where they occur,
these Transition flights may also serve as a safe-for-solo
check flight for a subsequent solo flight event.

65. A supervised solo is a flight event in which an

instructor and student begin a flight together and after an
initial period of flight instruction, the instructor is
replaced by another student. The two students then complete
a short "solo" flight in the practice pattern. A true
"solo" event differs in that two students conduct an entire
flight, from start to shutdown, by themselves, in accordance
with the flight period outline for that event.

70
 CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS

Introduction
The objective of the study was to identify how a
consolidated syllabus might be formulated from the two
programs that currently exist. This chapter will first
discuss conclusions reached from the analysis of the two
programs and then provide recommendations for joint,

consolidated syllabi.

Conclusions

There were four main conclusions developed during

this study. The most important of these is that there is
sufficient commonality between the two programs to formulate
a consolidated core syllabus. This conclusion is supported
by commonality in objectives, content, and tasks and
maneuvers. The objective of the syllabus would be to teach
basic helicopter Familiarization maneuvers (takeoff,
hovering, landing, straight and level flight, climbs and
descents, etc.), Basic and Radio Instrument maneuvers and
procedures, and Airway Navigation.

While the study assumed that prior fixed wing

training was not required in order to conduct UHPT, it is

71
apparent that if fixed wing training is eliminated, the

hours lost would have a significant effect on Navy UHPT, a5

well as later advanced training. In the absence of further

study on the validity of fixed wing training for Navy

syllabus helicopter pilots, there would have to be
compensation in rotary wing training hours for all or some
of the lost fixed wing hours if SNA's were to be instrument

rated, designated, and proceed to advanced training upon

UHPT completion. This is apparent from two observations.
First, the 92 flight hours that students receive in
UPT represent 45% of the total training time for Navy UHPT

graduates. An outright elimination of those hours would

greatly impact skill and experience levels for students
entering advanced training and ultimately, their first
operational assignments.
Moreover, the Navy syllabus teaches a greater
variety of tasks and contains about 40% more flight hours in
its rotary wing training in only five more training days
than the Army syllabus. This is made possible because UHPT
training builds on the foundation of skills and knowledge

that students receive in UPT.

Based on the assumption that the current programs

meet the service's needs for helicopter pilots, another

conclusion reached is that there are significant differences

in the missions and operating environments of each service.

If the programs provide the skills needed to perform the

72
missions of that servi,.e, in a given environment, then the

emphasis on certain skills within each program indicates

that the missions and environments are different.

Finally, differing terminclogy, organization and

structure make absolute comparis'ýas difficult. The

significant areas of commonality in substance indicated

above are obscured by the differences in terminology and

format.

Recommendations

The three syllabi recomm...ndations offered here can

be considered as progressive steps towards a maximum level

of consolidation, moving from lesser to greater degrees of

consolidation and jointness. The second and third

recommendations depart from the delimitation that syllabi

proposals should have no impact on advanced areas of

training.

Indoctrination and Orientation

The first recommendation is to develop a

consolidated Indoctrination and Orientation syllabus that

would be used with each of the three recommended syllabi.

This portion of the program would teach the basic, general

Academic and Flight Support topics, for example,

Aerodynamics, Engineering, Navigation, Meteorology, Aviation

Medicine and Physiology, Survival and Physical Fitness

training. Service unique items such as Navy UHPT Water

73
Survivai and Swim training could be conducted as part of the

services' current training programs.

Syllabus 1

Syllabus 1 is a "minimum core" syllabus built around

those areas in which the programs have the greatest

commonality. They are Familiarization, Basic and Radio

Instruments, and Airway Navigation. Service unique training

would be accommodated through separate units of instruction

similar to the modules or stages now in use. Each service

would teach its unique items according to the standardized

guidelines of a consolidated program. The overall types,

topics and quantities of training would remain largely the

same as the current programs.

The objective of Syllabus 1 would be to teach basic

rotary wing Familiarization and Instrument skills to prepare

students for additional rotary wing :raining.

The content of the syllabus would be divided into

topic and quantity elements, by the types of training

involved. Academic and Flight Support instruction would

include Aircraft Systems, and Preflight, Emergency and

Filght procedures. Aircraft Systems would deal with the

specific aircraft being flown in the syllabus. as distinct

from the general Aerodynamic and Engineering instruction in

the Indoctrination phase Academic instruction. Flight

procecures would teach the specific steps and techniques to

perform the maneuvers conducted in the flight stage.

74
 Simulator instruction would begin witn Cockpit and

EaigaeiLcy proctedures in a CPT, in essentially the same

manner as currently exists. Flight simulators would be used

for Basic and Radio Instrument, and Airway Navigation

instruction. The Flight phase of training would parallel

the current programs with Familiarization, Basic and Radio

Instruments, and Airway Navigation.

Recommendations for quantity of instruction will

focus on Simulator and Flight phases. The amount of

Academic and Flight Support instruction would be dependent

on several factors. It would be tailored to the type of

aircraft used, the specific maneuvers selected for training

and the amount ot Academic instruction received during an

Indoctrination or Orientation syllabus.

Quantity of instruction in the flight and simulator

phases would be approximately equivalent to the current

programs. The quantities in the Core portion of the

syllabus represent the lowest common amount of hours of

instruction between the programs. Service unique elements

make up the difference between the proposed Core and the

present individual service levels of instruction.

The syllabus also compensates for the loss of hours

aue to the elimination of Navy fixed wing training. The

2,iputation ot those aaditicral hours is based on the

assumption that for a aiven amount of instruction on a

skill, a percentage at the time is spent learning the

75
procedure in the specific aircraft type and the remaining

time builds proficiency in that skill. Since the nours

being carried over from Primary Flight and Intermediate

Helicopter Training (fixed wing training) teach sKiiis

already taught in UHPT, it is not necessary to make a one-

for-one compensation for the entire number of hours lost in

the elimination of fixed wing training. For these

computations, the study assumes that 20% of the time is

devoted to learning the skill and 80% to developing

proficiency. (This method will be used for Syllabi 2 and 3

also.)

Core CPT instruction on Cockpit and Emergency

Procedures would consist of five and one events

respectively, for a total of 7.5 hours of training. Basic

and Radio Instruments and Airway Navigation taught in the

flight simulator would consist of a total of approximately

30 events and 30.0 simuiator hours. A Navy unique simulator

module consisting of 1.5 hours of CP/EP training, 1.2 hours

of BI/RI/AN and 2.6 hours of Helicopter Tactics would bring

Navy students up to their current level of training in UHPT.

In the Core Flight phase of training, the

Familiarization stage would consist of approximately 20

events and 25.0 hours of instruction. The Basic and Radio

Instrument and Airway Navigation stages would be a total of

approximately 20 flights and 20.0 hours each in length.

76
 In addition to the Core, both services would have

service unique instruction. An Army unique module or stage

would provide 35.0 hours additional Familiarization training

to maintain the current number of hours. Navy unique Flight

training would include 22.0 hours of BI/RI/AN, 6.3 hours of

Operational Navigation, 2.0 hours of Night Familiarization,

9.0 hours of Transition flights, 30.0 hours of Helicopter

Tactics and 1.0 hours for Shipboard Qualifications. To

compensate for hours lost by eliminating fixed wing

training, an additional block of Navy only training is

included. Syllabus 1 is summarized in Table 9.

The Pace of the syllabus remains substantially the

same as the current programs since the amount of time

allotted in each syllabus to completing daily flight events

is roughly equivalent. The additional time now in the Army

FTBT and STBT is accommodated for by providing flight

procedure instruction primarily through group or classroom

methods.

While there is a significant difference in the type

of instructors used in the current programs, the choice of

military or civilian contract instructors would not afrect

the content ot implementation of a consolidated syllabus.

However, this issue has broader implications for

consolidation as a whole and additional study of the cost

effectiveness and relative benefits of both methods is

necessary.

77
 Sequence or the ttaining would follow the

arrangements presently in use. Academic, and where

utilized, simulator training, would precede flight training.

One difference is that the Army instrument phase conducts

all simulator events before beginning any aircraft events.

The Navy syllabus uses a sequence of simulator-then-flight

events in the separate BI, RI and AN areas. This remains an

area for further study to determine any difference in

relative effectiveness. The recommendation is to utilize

the simulator-then-flight sequence in these areas. This

will reinforce the skills by teaching them in the aircraft

as soon as possible after introduction in the simulator, and

to minimize the student's time out of the aircraft.

The sequence in the flight stage parallels that

currently in use for the common areas taught in the proposed

Core: FAM, BI, RI and AN. All service unique training

follows the Core instruction. As already indicated, service

unique training would be handled through a method similar to

the stages or modules the syllabi now employ. Service

unique training topics for Syllabus 1 are identified in

Table 9.

Since Army UHPT (IERW Core) consists of only FAM,

EI, RI and AN instruction, any adaitional training wcuid

duplicate Lhe ccntent of the Tracks. Syllabus i represents

the maximum amount of consolidation that could be affected

78
 Table 0. SYllabus 2

Element Simulator Flignt

Topic Hours Topic Hours

Core C?/EP 7.5 FAM 25.0

BI/RI/AN 30.0 BI/RI/AN 20.0

Army - FAM 35.0

Navy CP/EP 1.5 BI/RI/AN 22.0

BI/RI/AN 1.2 ON 6.3
HTAC 2.6 NF 2.0
TF 9.0
HTAC 30.0
SQ 1.0

Navy BI/RI/AN 25.1 FAM 20.0

Additional BI/RI/AN 30.0
ON 5.1
NF 2.4
HTAC 9.3
(Represents 80% of Primary
Flight and Intermediate
Helicopter flight and simulator hours.)

Key: AN Airway Navigation

BI Basic Instrument
CP Cockpit Procedures
EP Emergency Procedures
FAM Familiarization
HTAC Helicopter Tactics
ON Operational Navigation
NF Night Familiarization
SQ Shipboard Qualification
TF Transition Flight

79
without modifying the delimitation that a consolidated

syllabus should not impact advanced training phases.

Syllabus 2

This alternative would affect the Army tracks by

including in the proposed Core syllabus those items that are

common with items taught in the Navy UHPT Helicopter

Tactics, Operational Navigation and Night Familiarization

modules. A possible impact of this is that the amount of

training moved to the Core syllabus may be satisfactory to

meet the Army's standards in that area. In that case, the

advanced Tracks could be shortened. A second possibility is

the Tracks could be revised to teach more advanced skills,

or basic skills in greater quantity, by building upon those

skills learned in the core.

The objective of this syllabus is instruction in

basic rotary wing Familiarization and Instrument maneuvers,

basic Tactical flight maneuvers, Operational (VFR Cross

Country) Navigation, and an introduction to Night

Operations. Additional training areas outside of this scope

are taught through service unique units.

Changes in content from Syllabus 1 reflect the

addition of tactical tasks and objectives. The topics of

Academic and Flight Support training are the same as

Syllabus 1, with the addition of procedures training for the

selected Tactics, Operational Navigation and Night

Familiarization tasks. The tasks for the tactics portion of

80
 Table 10. Syllabus 2

Element Simulator Flight

Topic Hours Topic Hours

Core CP/EP 7.5 FAM 25.0

BI/RI/AN 30.0 BI/RI/AN 20.0
ON 6.3
Formation, Confined Area HTAC* 20.5
Operations, TERF L/L NF 2.0

Army N/NVG 1.5 FAM. 35.0

ON 3.5
TERF L/L 15.4
NOE 13.5
MULTI-A/C 7.3
N/NVG 21.0

Navy CP/EP 1.5 BI/RI/AN 22.0

BI/RI/AN 1.2 TF 9.0
HTAC 2.6 HTAC** 9.5
** Night Tactical Approaches, SQ 1.0
SAR Patterns, Shipboard
Approaches

Additional BI/RI/AN 25.1 FAM 20.0

BI/RI/AN 30.0
(Represents 80% of Primary ON 5.1
Flight and Intermediate NF 2.4
Helicopter flight and HTAC 9.3
simulator hours.)
Key:

AN Airway Navigation
BI Basic Instruments
CP Cockpit Procedures
EP Emergency Procedures
FAM Familiarization
HTAC Helicopter Tactics
MULTI Multiaircraft (Formation)
A/C
NF Night Familiarization
NOE Nap of the Earth
N/NVG Night/Night Vision Goggle
ON Operational Navigation
SQ Shipboard Qualifications
TERF Terrain Flight, Low Level
L/L

81
the instruction include formation flight, tactical

approaches, low level navigation, confined area landings and

external load operations.

The proposed Core simulator training remains

unchanged. The flight stage would include the Tactical,

Operational Navigation and Night Familiarizations areas

listed above. The Core event and hour quantities for all

simulator and the FAM, BI, RI and AN flight areas remain as

indicated in Syllabus 1.

The major difference from Syllabus 1 in the Core is

the inclusion of additional common instruction. There is

20.5 hours of flight instruction in formation, tactical

approaches, low level navigation, confined area landings and

external load operations. The Operational, or Day VFR,

Navigation phase consists of 6.3 hours of flight

instruction. Night Familiarization training is 2 events for

a total of 2.0 flight hours.

Army and Navy service unique training for Syllabus 2

is specified in Table 10, which gives an overview of the

entire Syllabus 2.

Syllabus 3

Syllabus 3 represents the greatest degree of

consolidation of the three proposals. It incorporates the

elements that support a higher level of service

interoperability. For example, it provides introductory

Night Vision Goggle (NVG) training to Navy students and

82
 Table 11. Syllabus 3

Element Simulator Flight

Topic Hours Topic Hours

Core CP/EP 10.0 FAM 45.0

BI/RI/AN 30.0 BI/RI/AN 30.0
N/NVG 2.6 ON 10.0
HTAC* 2.6 NF 5.0
HTAC** 35.0
N/INVG 2.5
So 1.0

Army FAM 15.0

TERF L/L 7.0
NOE 13.5
MULTI- 5.0
A/C
N/NVG 18.5

Navy BI/RI/AN 25.1 BI/RI/AN 40.0

Key:
AN Airway Navigation
BI Basic Instruments
CP Cockpit Procedures
EP Emergency Procedures
FAM Familiarization
HTAC Helicopter Tactics
MULTI Multiaircraft Operations
A/C
NF Night Familiarization
N/NVG Night/Night Vision Goggle
NOE Nap of the Earth
ON Operational Navigation
SQ Shipboard Qualifications
TERF Terrain Flight, Low Level
L/L
* SAR Patterns, Shipboard Approaches
** Formation Terrain Flight Low Level, Confined
Area Operations, External Loads, Night
Tactical Approaches, SAR Patterns,
Shipboard Approaches

83
Shipboard Qualifications for Army students. In a down-sized

military a broader range of skills provides greater

flexibility. A small number of Naval helicopter pilots have

already received NVG training and Army helicopters have

operated to a limited extent from Navy ships for several

years. The recent proposal for establishment of a Joint

Search and Rescue element is a further example of how common

skills may enhance operational capabilities.

This proposal maximizes the common Core instruction

and still recognizes the requirements for service unique

training that support valid mission and operational

environment differences. Training to meet those needs is

accommodated through service unique training elements

similar to those in the other proposals. Syllabus 3 is

summarized in Table 11.

Areas for Further Study

Some areas of research were identified as being

beyond the scope of this study. Three areas with potential

for further study, the definition of baseline helicopter

pilot skills, training structure and organization, and

safety and attrition data, are briefly described below.

Helicopter Pilot Training Requirements

A fundamental problem in achieving consolidation is

reconciling the requirements of the different missions of

the services and the objectives that independent training

84
programs seek to accomplish. The first step in pursuing

effective consolidation should be to conduct a definitive

front end analysis of the projected helicopter missions and

projected operating environments of each of the services.

From this analysis, the basic level of skills and knowledge

required of any military helicopter pilot can be identified,

as well as those skills and knowledge necessary to meet

service unique requirements. Once all these requirements

have been identified, they can be used to create an

effective consolidated UHPT program.

Training Structure and Organization

The existence of standardized training terminology,

structure and organization within the Department of Defense

would greatly enhance current and future consolidation

efforts. Standardization would facilitate accurate

comparison of training programs to determine the initial

feasibility of consolidation. It would improve the ability

to modify programs as requirements change in the future.

Standardization would result in efficiencies of operation

and promote greater interoperability among the services.

Studies should be conducted to identify those elements, such

as terminology, procedures and organization, that would

promote standardization.

85
 Safety and Attrition Data

A detailed analysis of safety and attrition data is

beyond the scope of this study for two reasons. First, in

both cases the data is collected and maintained in different

formats. This disparity requires extensive analysis and

organization of the data to make accurate comparisons.

Second, direct comparison of data in either category

is difficult because of the nature of the programs. For

example, comparing safety mishap rates for Army IERW and

Navy UHPT would be inequitable because Navy students begin

their UHPT training with 96 flight hours, and presumably a

greater level of experience than Army students starting

IERW. A comparison of attrition data is similarly limited

due to the difference in experience of the students in each

of the programs.

For the reasons indicated, further study was not

pursued in these areas, however, research on these topics

may produce useful insight on the resolution of the

consolidation issue.

86
 APPENDIX A
GLOSSARY

Advanced Training. Training received after the

undergraduate level, i.e., IERW Tracks for the Army and
Fleet Replacement Squadrons for the Navy. This
training concentrates on mission type skills.
Airway Navigation (AN). Flight training conducted in the
airway system that is defined by position relative to
electronic navigation stations on the ground. This
training can be conducted under Instrument or Visual
Meteorological Conditions (IMC or VMC), and is used
primarily to develop imstrument flight skills.
Basic Instruments (BI). The first stage of instruction in
instrument flying skills in which the student learns to
control the aircraft by reference to attitude, position
and performance instruments inside the cockpit.
Consolidation. The combining of the Army and Navy UHPT
programs into a single program, with the form of the
program ranging from independent, collocated programs
to fully integrated programs with provisions for
meeting service unique training needs.

Enroute Navigation. See Airway Navigation.

Fleet Replacement Squadron (FRS). The Navy's advanced level
of helicopter training where students learn mission
type skills in the aircraft they will fly in their
Fleet assignments.
Familiarization (FAM). The most basic level of training, it
encompasses basic flight maneuvers such as takeoffs,
landings, hovering, straight and level flight, various
types of VMC approaches, etc.
Formation (FORM). Flight maneuvers that consist of
operating two or more aircraft in close proximity to
one another, where one aircraft provides the lead and
the others adjust their airspeecd and altitude to
maintain position on the first.

87
Helicopter Tactics (HTAC). The Navy term for mission type
training conducted in its UHPT program. The training
includes low level terrain flight navigation, confined
area operations, external load operations, formation,
search and rescue procedures including overwater
flight, and shipboard qualifications.

Initial Entry Rotary Wing (IERW) Training. The Army program

that includes both undergraduate and advanced
helicopter pilot training.

Multiaircraft Operations. The Army term that encompasses

formation flight and other maneuvers involving more
than one aircraft.
Radio Instruments (RI). The phase of instruction that
teaches helicopter flight and navigation skills by
reference to ground navigation stations. Radio
instruments, along with basic instrument skills, form
the foundation for airway or enroute navigation
procedures.

Shipboard Qualifications (SQ). Navy UHPT instruction that

deals with procedures and maneuvers for shipboard
operations, such as takeoffs, landings and instrument
approaches.

Tracks. The Army's advanced phase of training that follows

the IERW Core.
Undergraduate Helicopter Pilot Training (UHPT). In general,
the term used to describe any initial rotary wing
flight training, and specifically, the Navy's term for
its undergraduate helicopter training (the Army
equivalent is the IERW program).

88
 APPENDIX B
TASK/MANEUVER COMPARISON

Army IERW
IERW - Core - Primary Common to Navy UHPT

Review DD Form 365-4 (Weight and Balance) X

Prepare Performance Planning Card (PPC)
Determine Safe Pedal Control Margin
Perform Preflight Inspection X
Perform Engine Start, Run-up and Before X*
Takeoff Checks
Perform Hover Power Checks X
Perform Hover Checks X
Perform Hovering Flight X
Perform Precision Hover Patterns X
Perform VMC Takeoff X
Perform Simulated Maximum Performance
Takeoff
Abort a Takeoff While Maintaining Safe
Aircraft Control
Perform Fuel Management Procedures X*
Perform Straight and Level Flight X
Perform Climbs and Descents X
Perform Level Turns X
Perform Deceleration/Acceleration X
Perform Climbing and Descending Turns X
Perform Rectangular Course X
Perform "S" Turns X
Perform Traffic Pattern Flight X
Perform VMC Approach X
Perform Simulated Precautionary Approach
Perform Termination Procedures X
Perform Before-Landing Checks X*
Perform Go-Around X
Perfrom Confined Area Operations X
Perform Slope Operations
Perform Pinnacle or Ridgeline Operations
Perform Shallow Approach To a Running X
Landing
Perform or Describe Emergency Procedures X
Perform Hovering Autorotation X
Perform Simulated Engine Failure at Hover X
89
IERW - Core - Primary (Cont) Common to Navy UHPT
Perform Standard Autorotation X
Perform Simulated Engine Failure At Altitude X
Perform Standard Autorotation With Turn X
Perform Low Level Autorotation X
Perform Power Recovery X
Perform Simulated Anti-Torque Malfunction X
Perform Simulated Hydraulic System X
Malfunction
Perform Manual Throttle Operation, Emergency X
Governor Mode
Perform Radio Communications Procedures X*
Perform Magnetic Compass Familiarization X*
Perform After Landing Checks X*
Loal Area Orientation X*
Explain the Relationshiips of the Flight X
Controls and Instruments
Perform Ground Taxi X
In-Flight Recovery Procedures X
IERW - Core - Instruments
Perform Simulated Engine Failure At X
Altitude
Perform Unusual Attitude Recovery X
Perform Instrument Maneuvers
-Straight and Level Flight X
-Climbs and Descents X
-Turns X
-Standard Rate X
-Steep X
-Timed X
-Climbing and Descending X
-Compass X
-Acceleration/Deceleration X
Plan an IFR Flight X
Perform as a Crewmember (Cockpit Teamwork) X
Perform Instrument Takeoff (ITO) X
Perform Radio Navigation (NDB, VOR) X
Perform Holding Procedures (NDB, VOR, LOC) X
Describe or Perform Procedures for Two-Way X
Radio Failure (Lost Communications)
Perform Instrument Approach (ADF, VOR, ILS, LOC) X
Perform Missed Approach X

IERW - UH-1 Track - Basic Combat Skills Common to Navy UHPT

Plan a VFR Flight X
Perform A Hover-Out-of-Ground-Effect
(HOGE) Check
Navigate by Pilotage and Dead Reckoning X
Perform or Describe Vertical Helicopter X*
Recovery Procedures (VHIRP)

90
IERW - UH-1 Track - Basic Combat Common to Navy UHPT
Skills (Cont)
Perform Terrain Follwowing (TERF) Mission X
Planning
Perform TERF Navigation X
Perfrom Masking and Unmasking
Perform Nap-Of-the-Earth (NOE) Decelration -
Perform TERF Flight Takeoff
Perform TERF Flight Approach
Perform Tactical Communications
Procedures/ECCM
Perform TERF Flight X
Perform Aerial Observation
Trasmit a Tactical Report
Perform Techniques of Maneuver
Perform Evasive Maneuvers
Negotiate Wire Obstacles
Identify Major U.S. or Allied Equipment
and Major Threat Equipment
Perform Multiaircraft Operations X
Perform Rappelling Procedures
Perform External Load Operations X
Perform Internal Load Operations
Reconoiter and Recommned a Landing Zone or
Pickup Zone
IERW - UH-1 Track - Advanced Combat
Skills
(No new tasks)
IERW - UH-1 Track - Night/Night Vision
Goggle (NVG)
Perform a Night Vision Goggle (NVG) Takeoff -
Perform an NVG Traffic Pattern
Perform an NVG Approach
Perform an NVG Confined Area Landing
Perform Emergency Procedures for Actual or -
Simulated NVG Failure
Perform NVG Blind Cockpit Procedures
Operate NVG's

Notes:
(1) These tasks are taken from the "Tasks Selected For
Training" lists in the IERW Core Primary and Instrument
Phases, and the UH-1 Track Basic and Advanced Combat Skills,
and Night/NVG Flight Training guides. Tasks that are
performed in subsequent phases are listed only once.

(2) Tasks/maneuvers evaluated for specific correlation to

tasks in Navy UHPT or, as indicated by "*", those that are
included in an already identified task/maneuver.
91
 Navy UHPT
Navy - UHPT - Familiarization Common to Army IERW
Vertical Takeoff X
Hovering X
Turns on a Spot X
Air Taxi X
Transition to Forward Flight X
Climbs, Descents and Level Offs X
In-Flight Constant Rate Turns X
Level Speed Change X
Square Patterns X
Normal Approach to a Hover X
Precision Approach to a Hover X
Vertical Landing from a Hover X
No Hover Landing
Waveoff X
Touch and Go Pattern Entry, Maintenance X
and Departure
Autorotation Entry X
Autorotation Flight X
Power Recovery Autorotation
Actual and Simulated Emergency Procedures
While Troubleshooting and Coping with
Situation
Hover in Cross-Wind or Down-Wind X*
Maximum Load Takeoff
Running Landing X
Recovery from Power Settling
Manual Throttle X
Quick Stop X
High Speed Approach to a Spot
Simulated Engine Failure From Altitude X
Simulated Engine Failure Airtaxi X
Simulated Engine Failure Hover X
Full Autorotation Landing, Low Level X
Flight (Demonstration Only)
Boost Off Flight (Demonstration Only) X
Simulated Stuck Tail Rotor Control X
(Demonstration Only)
Maximum Glide Autorotation (Demonstration
Only)
High Speed, Low Level Autorotation
(Demonstration Only)
Low RPM Recovery (Demonstration Only)
Quick Stop from Hover X
Communications Procedures X
Review Aircraft Maintenance Records X
Fuel Management X

92
Navy - UHPT - Night Familiarization Common to Army IERW
Night Vertical Takeoff X
Night Hovering X
Night turns on a Spot X
Night Air Taxi X
Night Transition to Forward Flight X
Night Climbs, Descents, Level Offs X
Night In-Flight Turns X
Night Level Speed Change X
Night Normal Approach to a Hover X
Night Vertical Landing from a Hover X
Night No Hover Landings
Night Vaveoff X
Night Traffic Patrtern Entry, Maintenance X
and Departure
Night Autorotation Entry X
Night Autorotation Flight X
Night Power Recovery Autorotation X
Navy - UHPT - Instruments
Instrument Takeoff (ITO) X
Instrument Departure Using Radio Navigation X
Aids
Instrument Departure Using Radar Vectors X
Level Speed Change X
Stabilized Climb and Descent X
Level Constant Rate of Turn X
Straight and Level Flight X
Unusual Attitude Recovery X
Precision Approach Radar (PAR) Approach X
Airport Surveillance Radar (ASR) Approach X
Instrument Lannding System (ILS) Approach X
Instrument Missed Approach X
Compass Card Failure X
Partial Panel PAR and ASR
PAR and ASR Without Horizontal Attitude
Gyro
Transition from Instrument to Contact X
Conditions for Landing
Transition to Instrument Attitude X
Reference When Confronted with IMC
Transition to Visual Attitude Reference X
When Confromted with VMC
Non-Precision Approach (TACAN, VOR, ADF X
and ADF/DF)
Holding (TACAN, VOR and ADF) X
Navy - UHPT - Helicopter Tactics
Section Takeoff and Landing X
Cruise Position X

93
Navy - UHPT - Helicopter Tactics (Cont) Common to Army IERW
Cruise Position Climbs, Descents and X
Turns
Breakup and Rendezvous x
Crossover x
Parade Position X
Scouting Line X
Tail Chase x
Lead Change x
Control a Rotary-Wing Aircraft for
Shipboard Operations
Lookout Doctrine
Touch and Go Pattern
Approach to Final
Glidepath and Airspeed on
Final
Line Up
Hover Over a Deck Spot
Response to Landing Signalman
Enlisted (LSE)
Vertical Landing to a Deck
Spot
Vertical Takeoff from a Deck
Spot
Transition to Forward Flight
and Climb from Ship
Hover Over Water
Tactical Approaches x
Confined Area Takeoff and Landings X
Night Glideslope Approach
Indicator Light (GAIL) Approaches
Night VFR Navigation x
Tactical Formation X
Terrain Flying (TERF) x
TERF Navigation x
Section High Speed Approaches

Notes: (1) These task/maneuvers are taken from the Navy

UHPT Curriculum Outline.
(2) Tasks/maneuvers are compared for correlation to
similar tasks/maneuvers in Army IERW or, as indicated by
"*'", are an implied part of an already identified task.

94
 APPENDIX C
ARMY IERW CORE ACADEMIC/FLIGHT SUPPORT INSTRUCTION

Academics

Training
Annex Subject Hours
C Primary Academics
Contract Academic Briefing 1.0
Physics of the Atmosphere and Pressure 3.0
Instruments
Magnetic Compass 2.0
UH-1 Avionics and Radio Phraseology 3.0
Aircraft Structure and Airframe 1.0
Aircraft Hardware and Safetying 1.0
Procedures
Aircraft Forms and Records 2.0
Aircraft Mishap Prevention and 1.0
Investigation
Wake Turbulence 1.0
Flight Support Subjects Examination 2.0
Rotary Wing Aerodynamics 11.0
Aerodynamics Examination 2.0
Aviation Weather 23.0
Weather Examination 2.0
Aeronautical Chart Symbols 2.0
Distance and Direction 2.0
Wind effect and Variation/Deviation 2.0
Navigation Practical Exercise I 1.0
Navigation Computer Slide Rule 3.0
Navigation Computer Wind Face 2.0
Flight Plans 1.0
VFR Cross Country Flight Planning 3.0
General and Visual Flight Rules-Primary 3.0
Navigation Diagnostic Review and Seminar 3.0
Practical Exercise II and III
Navigation Examination 3.0
TOTAL 80.0
E UH-1 Aircraft Systems
Fuel System 3.0
Power Plant anmd Related System 4.0
Rotor System 2.0
Power Train System 2.0
95
 Flight Control System 3.0
Electrical System 2.0
Weight and Balance 3.0
General Description 3.0
Systems Examination 3.0
TOTAL 25.0

G Instrument Academics
Attitude Instrument Flying 3.0
General, Visual and Instrument Flight 3.0
Rules
Introduction to Radio Navigation 1.0
Radio Magnetic Indicator 7.0
Diagnostic Review Practical Exercise 2.0
and Seminar Instrument Part I
Instrument Examination Part I 3.0
Radio Navigation 3.0
Instrument Practical Exercise and
Seminar Part II 3.0
Air Traffic Control Clearances and 1.0
Agencies
DOD FLIP Navigation Charts and SIDS 3.0
DOD FLIP Exercise 5.0
Instruments Practical Exercise and 3.0
Seminar Part III
Instrument Examination Part III 4.0
Navigation Computer Exercise 1.0
Weather Flight Planning 1.0
IFR Flight Planning 15.0
Instrument Flight Planning Examination 5.0
TOTAL 66.0
J Survival, Evasion, Resistance and Escape (SERE)
Aviator Life Support Equipment 4.0
Survival Medicine 2.0
Procurement of Food and Water 2.0
Physiology of Food 1.0
Land Navigation, Firemaking and Shelters 2.0
Travel, Personal Protection and Camouflage 2.0
Evasion 2.0
Introduction to Resistance 2.0
Prisoner Exploitation 3.0
PW Organization 3.0
SERE Examination 2.0

96
 TOTAL 25.0
X Professional Development
Duty and Honor 1.0
TOTAL 1.0

Flight Support
A Course Orientation
Course Overview 1.0
Roles of Army Aviation 2.0
Algorithm Testing 2.5
TOTAL 5.5
B Aviation Medicine
Aviation Medicine Orientation 1.0
Aviation Protective Equipment Orientation 2.0
Altitude Physiology 3.0
Altitude Chamber Orientation 1.0
Altitude Chamber 2.0
Noise in Aviation 1.0
G-Forces 1.0
Spatial Disorientation and Sensory 3.0
Illusions of Flight
Stress and Fatigue 2.0
Vibration 1.0
Toxicology 1.0
Aviation Medicine Examination 2.0
TOTAL 20.0

E UH-1 Systems
Performance Planning 7.5
Air to Ground Engagement System 1.0
TOTAL 8.5
G Instrument Academics
Approach Procedures 9.0
Holding Procedures 3.0
IFR Communications 3.0
TOTAL 15.0
L UH-1 Basic Combat Skills
Terrain Flight Operations 5.0
Terrain Flight Operations Examination 2.0
TOTAL 7.0

T Student Critiques
Primary Critique 1.0
Instrument Critique 1.0
TOTAL 2.0

97
 These items Are taken from the IERW POI Course Lesson
Sequence Summary and represent the Academic and Flight
Support instrutýion found in the Core Syllabus.
The d'z...nction between Academic and Flight Support
topics is not clearly defined in the POI; they are
classified as such here for purposes of comparison.

98
 APPENDIX D
ARMY IERW CORE SYLLABUS SUMMARY

Academics and Flight Support

Subject Hours
Course Orientation 3.5
Primary Academics 80.0
UH-1 Aircraft Systems 33.5
Instrument Academics 81.0
Survival, Evasion, Resistance 25.0
and Escape (SERE)
Aviation Medicine 20.0
Map Interpretation Terrain Analysis 7.0
Course, Day
Course Critiques 2.0
Professional Development 1.0
TOTAL 253.0

Simulator
Element Periods Hours
Cockpit Procedures 5 7.5
Trainer
Flight Simulator 20 30.0
TOTAL 25 37.5

Flight Training
Element Periods Hours
Primary, Stage I 20 18.5
Stage I
Primary, Stage II 30 41.5
Instrument, Stage II 20 20.0
TOTAL 70 80.0

99
 APPENDIX E

IERW UH-1 TRACK SIMULATOR/FLIGHT TRAINING SUMMARY

Basic Combat Skills

Flight
ToPic Events Hours

Terrain Flight 14 20.6

Day VFR Navigation 8 9.9
Nap of the Earth Flight 9 13.5
TOTAL 31 44.0

Advanced Combat Skills

Flight
Topic Events Hours
Multi-Aircraft/Terrain 10 13.8
Flight
TOTAL 10 13.8

Night/Night Vision Goggle

Simulator
Topic Events Hours
Night Vision Goggle 1 1.5
TOTAL 1 1.5
Flight
Topic Events Hours
Night Familiarization 2 2.5
Night/Night Vision 16 21.0
Goggle
TOTAL 18 23.5

100
 APPENDIX F
NAVY UHPT SYLLABUS CONTENT SUMMARY

Academics/Flight Support
Topic Hours
Aerodynamics 11.0
Engineering 16.0
Instrument Navigation 26.8
Welcome Aboard 3.0
Safety 1.0
Preflight and Cockpit Procedures 3.0
Course Rules Exam 1.0
NATOPS Open/Closed Book Exams 6.0
Flight Procedure Seminars
VFR Navigation 2.0
Emergency Procedures 2.0
Course Rules 2.0
Basic Instruments 2.0
Radio Instruments 4.0
Airways Navigation 2.0
Formation, External Loads, 2.0
Confined Area Landings Course
Rules
Low Level VFR, Formation Brief 2.5
Mission Brief, Shipboard 2.0
Operations
Search and Rescue Procedures 1.0
May Interpretation 7.0
TOTAL 96.3

Simulator

Stage Periods Hours

Cockpit Procedures 5 6.5
Emergency Procedures 1 2.6
Basic Instruments 6 7.8
Radio Instruments 8 20.8
Airways Navigation 1 2.6
Helicopter Tactics 2 2.6
TOTAL 23 42.9

101
 Flight Training

Stage Periods Hours

Familiarization 17 25.8
Operational 4 6.3
Navigation
Night Familiarization 1 2.0
Transition Flight 5 9.0
Basic Instrument 7 11.0
Radio Instrument 10 20.0
Airways Navigation 6 11.0
Helicopter Tactics 18 30.0
Aviation Ship 2 1.0
Oualification
TOTAL 70 116.1

This summary was extracted from the Navy UHFT

(TH-57) Master Curriculum Guide.

102
 APPENDIX G
NAVY NON-UHPT AVIATION TRAINING

Academics and Flight Support

Course Subiect Hours Applicable*

Aviation Preflight Aerodynamics 29.0 20.0

Indoctrination Engineering 16.0 15.5
(API) Air Navigation 26.0 26.0
Aviation Physiology 10.0 9.0
Water Survival 41.0 0.0
Training
Land Survival 58.5 8.0
Physical Fitness 22.5 22.5
Training
Aviation Student 2.0 2.0
Information
Special Emphasis 2.0 2.0
Topics (Drug and
Alcohol Abuse;
Equal Opportunity
Programs)
TOTAL 208.0 106.0
Primary Flight Academics
Training Meteorology Theory 12.8 12.8
Flight Rules and 8.0 8.0
Regulations
Meteorology Flight 20.0 20.0
Planning
Instrument 37.0 37.0
Navigation
TOTAL 77.8 77.8
Flight Support
None Applicable

Intermediate Academics
Helicopter None
Training

11'3
 Flight Support
Radio Instruments 1.5 1.5
Visual Navigation 4.0 4.0
Visual Navigation 1.5 1.5
Examination
TOTAL 7.0 7.0

Simulator and Flight Training

Course Subject Hours Applicable*
Primary Flight Simulator
Training Basic Instruments 9.1 9.1
Radio Instruments 11.7 11.7
TOTAL 20.8 20.8

Flight
Familiarization 25.0 0.0
Basic 6.8 6.8
Instruments
Precision 8.3 0.0
Acrobatics
Formation 11.6 0.0
Night 3.0 0.0
Familiarization
Radio Instruments 11.7 11.7
TOTAL 66.4 18.5

Intermediate Simulator
Helicopter Radio Instruments 7.8 7.8
Training Airways Navigation 2.6 2.6
(T-34C) TOTAL 10.4 7.8

Flight
Radio Instrument 10.0 10.0
Visual Navigation 7.0 0.0
Airways Navigation 9.0 9.0
TOTAL 26.0 19.0

* - Applicable for carryover to a consolidated syllabus to

compensate for elimination of fixed wing training.

104
 APPENDIX H
UHPT TRAINING AIRCRAFT

Army IERW Core

UH-1 Dual seat, single engine, turbine powered
helicopter. Fully instrumented, used for both
Primary and Instrument phases of Core
instruction.

Navy UHPT
T-34C Dual seat, single engine, turboprop trainer
aircraft. Used for all Primary Flight and
Intermediate Helicopter Training.

TH-57 Dual seat, single engine, turbine powered

helicopter. Two models, the "B" and "C", are
used for various types of instruction. The
"C" model is designated an advanced instrument
trainer and is used primarily for BI/RI/AN,
late HTAC stage and SQ flights.

105
 BIBLIOGRAPHY

Air Force Times. "Copter Training Battle Resumes on the

Hill." Air Force Times 37 (27 June 1977), 25.
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Defense Reform Work. Washington: Brassey's (US), 1990.
Failer, C.S. "Navy and Jointness: No Longer Reluctant
Partners." Masters thesis, U.S. Naval Post Graduate
School, Dec. 1991.
Famiglietti, Len. "Pilot Training Merger Draws New
Attention: Review Board (ITRO) To Meet In September To
Consider Military Schooling." Air Force Times 35
(9 July 1975), 2.
Fitschen, C., and J. Imhof. Joint Primary Aircraft Training
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Common Core Primary Phase Flight Training Guide. Fort
Rucker: Department of the Army, July 1991.

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U.S. Army. Initial Entry Rotary Wing (IERW Aviator Ccurse
Program of Instruction. Fort Rucker: Department of
the Army, January 1990.

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UH-1 Track Advanced Combat Skills Flight Training
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1992.

U.S. Army. Initial Entry Rotary Wing (IERW) Aviator Course

UH-1 Track Basic Combat Skills Flight Training Guide.
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U.S. Army. Initial Entry Rotary Wing (IERW) Aviator Course

UH-1 Track Night/Night Vision Goggle Flight Training
Guide. Fort Rucker: Department of the Army, November
1992.

U.S. Army. TC 1-210 Aircrew Training Program. Washington:

Department of the Army, 1992.

U.S. Department of Defense. Interservice Training Review

Organization. Undergraduate Helicopter Pilot Training
ITRO Phase II Study Cost Analysis. Washington, D.C.:
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U.S. Department of Defense Inspector General. Acquisition

of Common Aircraft for Navy and Air Force Undergraduate
Pilot Training Audit Report Number 92-063. Washington,
D.C.: Department of Defense, March 1992.

U.S. General Accounting Office. "Fixed Wing Undergraduate

Pilot Training (UPT) Consolidation." Briefing
delivered to Senate Armed Services Committee, 18 March
1985. Washington: GAO, 1985.

U.S. Navy. Aviation Preflight Indoctrination (API)

Curriculum. Corpus Christi: Department of the Navy,
May 1992.

U.S. Navy. Primary Flight Training (T-34) Master

Curriculum Guide. Corpus Christi: Department of the
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U.S. Navy. Intermediate Helicopter (T-34C) Master

Curriculum Guide. Corpus Christi: Department of the
Navy, November 1991.

U.S. Navy. Undergraduate Helicopter Flight Training

Curriculum. Corpus Christi: Department of the Navy,
June 1992.

107'
U.S. Navy. Undergraduate Helicopter Flight TrainingjTH-57)
Master Curriculum Guide. Corpus Christi: Department
of the Navy, May 1992.

I0

108
 INITIAL DISTRIBUTION LIST

1. Combined Arms Research Library

U.S. Army Command and General Staff College
Fort Leavenworth, KS 66027-6900

2. Defense Technical Information Center

Cameron Station
Alexandria, VA 22314

3. Naval War College Library

Hewitt Hall
U.S. Naval War College
Newport, RI 02841-5010
4. CAPT Thomas F. Cleverdon
Chief, Navy Section
USACGSC
Fort Leavenworth, KS 66027-6900

5. MAJ Brian D. Healy

Center for Army Leadership
USACGSC
Fort Leavenworth, KS 66027-6900

6. Dr. (MAJ) Bruce A. Leeson

3032 Grand Avenue
Kansas City, MO 64108

109