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CHAPTER 1

INTRODUCTION

The ultimate training objective of any combat unit is for the unit to be able to conduct combined arms training. Toward that end, effective individual and crew training programs form the foundation for an aviation unit training program. Once the unit establishes individual and crew training programs, it must integrate them into an effective collective training program. As one of the commander's primary training documents, TC 1-210 links individual and unit collective tasks. The commander also uses FMs 25-100 and 25-101 to link the aircraft operator's manual, ATM, and individual training program to the collective training program.

1-1. RESPONSIBILITIES

NOTE: The commander will develop an ATM and a corresponding ATP if a DA-approved ATM is nonexistent. Crew members are responsible for satisfying all of their ATP requirements.

NOTE: AR 600-106 defines nonrated crew members and noncrew members.

1-2. INDIVIDUAL, CREW, AND COLLECTIVE TRAINING

To design and manage an effective ATP, the commander must analyze individual, crew, and collective training. The METL identifies collective training and defines the unit as a member of the combined arms team. To ensure absolute efficiency of Army Aviation in the combined arms effort, crews must function as a unit. Individual proficiency in the tasks that are required to operate the aircraft also is essential to the training effort.

1-3. INDIVIDUAL AND COLLECTIVE TRAINING INTEGRATION

To achieve maximum training results from limited resources, planning must be detailed and flying hours that are devoted solely to individual training must be kept to a minimum. The integration of individual continuation training into collective training makes maximum use of every hour of flight time. Units must incorporate collective training into every element of the ATP.

1-4. INDIVIDUAL TASKS AND COLLECTIVE MISSION-ESSENTIAL TASKS

Figure 1-1. Aviation training

1-5. BATTLE DRILLS

Battle drills support battle tasks. They are collective actions that individual crew members and aircrews rapidly execute without applying a deliberate decision-making process. Battle drills--

1-6. SITUATIONAL TRAINING EXERCISES

1-7. BATTLE ROSTERING

Figure 1-2. Example of an STX

1-8. RISK MANAGEMENT

Commanders are responsible for the effective assessment of risk when they establish a unit training program. Chapter 5 provides a simple decision-making process that will help the commander balance training demands against risk. Commanders should consider both the individual and the crew when they assess mission risks. They also must use risk-management concepts continually to prevent the unnecessary loss of soldiers and equipment.

1-9. AIRCREW COORDINATION

NOTE: At the time of this revision, suspense dates for qualification in aircrew coordination are being staffed and will be issued by message at a later date.

NOTE: The two-challenge rule allows one crew member to automatically assume the duties of another crew member who fails to respond to two consecutive challenges. For example, the P* becomes fixated, confused, task overloaded, or otherwise allows the aircraft to enter an unsafe position or attitude. The P first asks the P* if he is aware of the aircraft position or attitude. If the P* does not acknowledge this challenge, the P issues a second challenge. If the P* fails to acknowledge the second challenge, the P assumes control of the aircraft.

1-10. SYMBOL USAGE AND WORD DISTINCTIONS