Designing a Live Fire Exercise For Scout Platoons

Historically, live-fire exercises (LFXs) are among the rare training events that give combat units a chance to integrate the fires of their various weapon systems, using full-service ammunition, often in a combined arms setting. LFXs have an element of realism absent from exercises conducted with the Multiple Integrated Laser Engagement System (MILES). LFXs give soldiers a chance to see the effects and limitations of their organic weapons, indirect fires, and direct fires from supporting units. Typically, the focus of an LFX is at the company/team level, appropriate for tank or infantry battalions and armored cavalry regiments. But for divisional cavalry squadrons and scouts in tank and infantry units, a platoon focus is more appropriate because the scout platoon often operates independently on the battlefield; its primary missions are reconnaissance and screening in support of its parent unit. During screening operations, the scout platoon is limited in its ability to destroy or repel enemy reconnaissance units. During counterreconnaissance, the scouts will acquire and maintain contact with the enemy, but cannot destroy the enemy counterreconnaissance elements without infantry or armor augmentation. So it is especially important for scout platoons and their leaders to h o w how to call for and use supporting direct and indirect fires. Just as important is that scout platoon leaders understand the weapons effects of various indirect fires and their limitations in terms of accuracy and time on target. It is not enough to read about it; the platoons must experience it to appreciate the complexity of integrating three or four weapon systems and truly creating a synergistic effect of all fires. There is plenty of information available on armor or infantry company/team LFXs, but little on how to conduct a scout platoon LFX. What I’ll describe here is a menu; obviously, existing range facilities, differences in scout platoon weapons and equipment, and the availability of other combat and combat support units will call for variations. This example is based on the recent experiences of a motorized cavalry squadron while training at Yakima Firing Center, Washington. The first step in the development of an effective LFX is to determine training objectives. Our LFX was intended to challenge our scout platoons and their leaders with integrating fire support from their own 4.2-in. mortars and supporting AH- 1F attack helicopters while conducting their traditional missions. Leaders were confident that, while the platoon would benefit, the mortars and the attack helicopters would also derive exceptional training value from the integration of their weapons with the scout platoon’s scheme of maneuver. Once training objectives are established, resources had to be forecast and allocated - land, ammunition, personnel, training aids, and time. Land is a key part of the problem. Figure 1. Range Safety Fan Diagram 32 ARMOR -

Because the platoon will use service ammunition, the impact area must be large enough to accommodate safely the range fans of the various weapons. Leaders must identify all weapons that will be fired so that existing firing points, ranges, and OPs that support those weapons can be determined and compared. The goal is to find an area where the safety fans of all weapons converge (see figure 1). This is no simple task, given most training area firing restrictions. Once the area is identified, examine the adjacent terrain to determine appropriate missions and locations. One natural evolution in mission sequence might be: assembly area operations - tactical road march - forward passage of lines - zone reconnaissance - forward screen - withdrawal. The actual live-fire portion of the exercise is conducted during the screen (see figure 2). FM 25-4 recommends three runs through the exercise - a dry run to review the unit SOP and battle drills, a second run with a reduced amount of ammunition to show the complexities of fire and maneuver coordination, and a third run with full ammunition to reinforce previous training and to build confidence. After each run, conduct after-action reviews ( A A R s ). Considering current funding constraints, many units may not have ammunition nor time to conduct three runs. Two runs may be a luxury, and one run may be the standard. Our run took four hours, not including preparation and AAR time. Naturally, the length of the exercise will depend on the missions conducted (both scope and distance). Ammunition requirements were not specifically forecast for our LFX. The squadron used residual ammunition from aerial gunuery and mortar live-fire. We also submitted an un-forecast request for machine gun ammunition. Ammunition types and amounts will vary from unit to unit.

tenance of communications with range control personnel, all supporting fires cells, all evaluators, support personnel as required, and the participating scout platoon. The controllers also ensure the unit adheres to the exercise timeline and doesn’t violate safety standards. The number of support personnel needed will also vary, depending on the scope of the LFX. If a unit is conducting a passage of lines, a platoon should be put on the ground to make sure all critical coordination activities are actually conducted, and not just talked about. The supporting platoon leader should provide information concerning the conduct of the passage of lines to the platoon during the AAR. Other support responsibilities include the establishment of an AAR site, the preparation of a logistic resupply point (LRP) for the platoon prior to the tactical road march, any and all supporting indirect or direct firing units, and any opposing forces (OPFOR) included in the scenario. The AAR site should be at a prominent point on the ground, in close proximity to, but not inside, the maneuver box. It should include a platoon laager site nearby, a professional sandtable representing the maneuver box, a map with operational graphics, adequate seating for the platoon and ancillary personnel, and a break area. Cold or hot beverages, as appropriate, helps put the platoon members at ease after the stress of the exercise and facilitates the transition to AAR thoughts and comments. Units can structure the AAR in any effective way. Encourage all members of the platoon to participate. Avoid lectures. One logical approach is to conduct the AAR in the same chronological sequence as the exercise, reviewing each phase of the operation. The Socratic teaching method can work very well at platoon-level AARs. As a minimum, the AAR should cover all battlefield operating systems. If assembly area procedures or actions at the LRP are being trained and evaluated, coordinate to ensure that Class I, 111, IV, and V are available. During this time, the troop or company first sergeant and/or the squadron command sergeant major can observe and provide valuable information to the platoon during the AAR. The mortar platoon, attack helicopter platoon, and any other participating units must be sited, supplied, and controlled throughout the exercise. Scout platoons often have to call for fire on targets outside the range safety fans of supporting guns. This can lead to leader frustration and a lack of realism during the LFX. Avoid this problem by conducting a preshoot before the LFX to determine the actual limits of all weapons. If possible, position targets only in the firing box. Then develop troop graphics that focus calls for fire in the desired area. If OPFOR units are stationed in the maneuver box, leaders can train and evaluate the platoon’s actions on contact. These units should consist of one or two combat outposts only, thus enabling the platoon to deal with the enemy at his level. The OPFOR leader should be present at the AAR to discuss relevant lessons learned. Chemical and engineer play can also be integrated. Give platoons training mines at the LRF’ and require them to establish a hasty protective minefield. Integrate smoke or CS into the exercise to train and evaluate the platoon’s actions during NBC conditions. To achieve consistency and absolute control during the LFX a squadron should develop a standard troop OPORD with associated graphics. Also develop a scenario that includes all actions and radio traffic (CUES). This critical document must address each supporting cell and be arranged chronologically. Each unit should literally be told when and what to say and do. An important component of this scenario is a detailed operations schedule which outlines the flow of action in a time-sequenced manner (see figure 3). Finally, the squadron must develop a standard evaluation checklist for each task or mission to be trained. Derive the checklists directly from 17-57-10-MTP (Scout Platoon Mission Training Plan) or other appropriate documents. The evaluators and the platoons should be aware of the evaluation criteria. Another nice touch is to develop an easy reference master list of all call signs and frequencies to be used by player, support, control, and evaluation personnel. The OPORD, scenario, call sign/ frequency list, and evaluation checklists can be produced on combat acetate to facilitate use and increase durability. The squadron’s controllers should stress fire coordination. Timely fires do not happen by accident. Registration, adjustment of sheaths, refuel and rearm of helicopters, etc., must be anticipated prior to the exercise. If existing hard targets are judged to be inadequate, targets have to be built and sited. If possible, place target arrays in positions that accurately depict the desired enemy formation. After initial coordination, and after all systems are in place, the squadron should conduct a dry run of all supporting cells to ensure the plan will work. Time the tactical road march rehearsal to make sure no unknown obstacles are present that will confuse the platoon. Inspect the unit to be passed through to ensure it is located correctly, leaders are aware of their mission, and they have a thorough understanding of their responsibilities. 34 ARMOR -

FOR INDIRECT FIRES.

LINES COMPLETED.

PORTING INDIRECT FIRES.

BLUE TO PL RED.

AVAILABLE UPON REQUEST.

MINUTES - PREPARE TO EMPLOY.

ARTY RESPOND TO CALLS FOR FIRE.

WARD PASSAGE OF LINES.

UNIT LEADERS MOVE TO AAR SITE.

and USAREUR and as S3, 1st Squadron, 9th Cavalry Regiment, at Fort Lewis, Wash. He served as an APMS at Syracuse University. A graduate of the Armor and Infantry Advanced Officer Courses, CAS3, and CGSC, he is currently serving as media relations officer for the Fort Lewis Public Affairs Office. 35