plugs, and assembly materials.
sentative distances from the Stinger posi-
The ground support equipment kit con-
tions to the target (real aircraft versus
sists of a station case, an operator’s manual
miniature target) operating ranges versus
parts box, three flight boxes, two tool sets,
simulated target range.
To use the illustration locate the desire
target speed intersects with this line. Then
simulated target range along the bottom.
move left to find the operating range for the
Move up along this line until the desired
FQM-117A.
14-3
FM 44-18-1
sary for the THT.
TRACKING THE MINIATURE TARGET
Using a tracking range or tracking area,
units can realistically simulate Stinger
engagement of real aircraft. When using the
target, remember to adjust the distance for
the scaled down version of a real aircraft. To
give relative figures, the preceding illustra-
tion, target range in meters (simulated),
shows the relationship between the model
and an actual aircraft when tracking a cross-
ing target. The speed and the distance from
the gunner are approximate figures.
EXERCISES USING THE
MINIATURE TARGET
The instructor coordinates closely with
the target controller prior to an exercise. For
example, he may want the target to execute
pop-up attacks to exercise the gunner’s skill
in coping with this type of maneuver. Target
maneuvers can range from easy to track to
impossible to track. The instructor should
have some flights pass over or close to the
The FQM-117A has approximately 1/6
Stinger position. This provides the gunner
the speed and visual size of a full size aircraft.
with realistic situations when engaging high-
When it is flown at scale distances, it simu-
speed aircraft at close range. A sample non-
lates the performance envelope of the target
firing tracking area layout is shown below
aircraft to give the trainer a realistic adver-
with a number of selected flight paths.
14-4
FM 44-18-1
TRAIN IN PROTECTIVE CLOTHING
Stinger teams should practice target
the IR acquisition indicators with the mask
engagements while wearing protective
on. However, the IR tone can be heard. The
clothing and masks. This should occur both
gunner may have to adjust his head position
in the MTS and in the field. Training with the
slightly in order to obtain a clearer sight pic-
protective mask accustoms the team mem-
ture. Tracking with the mask on will rein-
bers to handling the weapon in an NBC
force the team’s confidence in operating the
environment. Some difficulty may be expe-
weapon in an NBC environment.
rienced in feeling the vibrations generated by
TRAINING EXTENSION COURSE LESSONS
The training extension course system is
weapon systems. This makes TEC an essen-
designed to assist soldiers and unit com-
tial part of a unit’s training program.
manders in increasing job proficiency. It
consists of audiovisual, audio only, and
TEC LESSONS
printed text lessons. Audiovisual projectors
Use of TEC lessons provides flexibility in
and cassette tape players are included to
present the lessons.
the unit training program. It allows com-
manders to stress skills required by individ-
TEC AS PART OF UNIT
ual soldiers. TEC lessons can be presented—
TRAINING PROGRAM
In unit learning centers. classrooms, or in
TEC provides performance-oriented
the field.
training in many subjects needed by Stinger
To individuals or small groups.
gunners. These subjects include skills that
are common to all soldiers as well as those
As self-paced instruction.
skills needed to operate and maintain Stinger
To correct a specific shortcoming.
14-5
FM 44-18-1
TEC LESSONS AVAILABLE
Most TEC lessons available for Stinger
IFF programming.
are audiovisual; several are audio only. Les-
sons available in the field cover—
Common subject and MOS TEC lessons
are automatically distributed to units when
Weapon operation.
completed or revised. In addition, each audio-
Stinger team deployment and tactics.
visual support center receives copies of the
lessons. These are used to replace, by direct
Quick-reaction exercises.
exchange, lessons found to be damaged or
Maintenance.
defective.
14-6
FM 44-18-1
HOW TEC IS USED
Each lesson administrative instructions
Material telling how to effectively use
(LAI) which provide guidance on how to use
TEC lessons is obtained from the following:
the TEC training method to identify and
solve training deficiencies. To identify train-
TEC Lesson 920-061-0500-F, Introduction
ing deficiencies, the trainer is provided with
to TEC.
pretests and post tests in the LAI. The sol-
dier’s proficiency can be determined by hav-
TEC Lesson 920-777-0505-A, TEC for Green
ing him take the pretest.
Tabbers.
If the soldier passes the test, he does not
TC 21-5-3, TEC Management Instruction,
need the training. On the other hand, if he
contains guidance on how to use the TEC
does not pass it, the lesson is prescribed for
system and develop the unit’s support struc-
training. The post test is used to determine
ture for TEC.
whether the soldier did learn the lesson; if
not, he can repeat the lesson. TEC lessons are
developed to allow the soldier to work on his
Stinger-related TEC lessons are listed in
own time and at his own speed.
appendix D.
USING THE BESELER CUE/SEE
The Beseler Cue/See can be used for
screen or classroom wall. The film speed can
training in all aspects of Stinger training.
be adjusted from a single frame to 24 frames
Lessons are presented via a super 8-millimeter
per second. Frames may be stopped auto-
continuous loop video cassette which is syn-
matically to allow some action by the stu-
chronized with an audio cassette. Lessons
dent, such as reading a procedure from a
are normally presented on a 6 x 8-inch screen
technical manual or answering a question.
on the front of the Beseler Cue/See. However,
The Beseler’s light weight and small size
by opening a small door at the rear of the
allow it to be used almost anywhere.
device, the picture can be projected onto a
14-7
FM 44-18-1
AIRCRAFT RECOGNITION TRAINING
Aircraft recognition is a real challenge.
GTA 44-2-8. Free World Forward Area
New aircraft and changing aircraft designs
Aircraft.
are adding to the list of aircraft to be recog-
nized; it is a continuous process. This ever-
changing situation poses a real challenge for
those who teach visual aircraft recognition.
Perhaps the biggest problem in recognition
has been teaching it in an effective and real-
istic fashion.
Troops must be trained to be proficient in
quick aircraft recognition. Hostile low-flying
aircraft may appear suddenly from behind
low hills, over trees, or through haze. High-
speed aircraft are difficult to identify. Accu-
rate visual recognition of aircraft is essential
to Stinger personnel in making their engage-
ment decision. It is vital that recognition be
swift and accurate. Team members should be
experts at recognizing all friendly and poten-
tially hostile aircraft expected to be operating
at low altitudes in a specified combat zone.
Each team member should approach 100 per-
cent recognition accuracy with 90 percent
being a minimum acceptable level of pro-
ficiency.
Practicality dictates that aircraft recog-
nition training be conducted using picture
images of the aircraft to be learned. Two
basic methods for presenting images are the
use of the ground observer aircraft recogni-
tion (GOAR) kit, and TEC lessons designed
for aircraft recognition training. In addition,
graphic training aids (GTA), such as printed
cards and charts, are useful supplements to
the GOAR kit and TEC lessons. Numbers
and titles currently available, or under pro-
duction, include—
Aircraft recognition techniques are
GTA 44-2-5, Soviet and Warsaw Pact For-
covered in detail in FM 44-30. This field man-
ward Area Aircraft.
ual should be used as a guide for aircraft
recognition training in Stinger units. It can
GTA 44-2-6, Aircraft Recognition Playing
be used by those persons who establish train-
Cards.
ing requirements and who evaluate job profi-
GTA 44-2-7, Military Aircraft Markings
ciency of individuals and the combat readi-
You Should Know.
ness of Stinger units.
14-8
CHAPTER 15
Quarterly Evaluation of Gunner Proficiency
This chapter provides procedures for evaluating the skills of MANPAD gunners in handling and firing the Stinger. Since weapons are not available for live-firing exercises, engagement simulations must be used. The MTS provides the most comprehensive means of evaluating gunner proficiency. Both the weapon handling and decision making elements of the engagement process can be accurately assessed against a variety of simulated target executing courses, speeds, and maneuvers that would be encountered in combat.
INTRODUCTION TO EVALUATION
The job of the evaluator is to determine if
Decision making involves the process of
the gunner can correctly perform all the steps
determining if and when certain actions in
of the engagement sequence within set time
the engagement control sequence are to be
limits. The evaluator grades on a go/no-go
performed. These decisions require the appli-
basis. To pass the test, the gunner must per-
cation of a number of rules that are based on
form all the steps correctly, in proper order,
the type of target being engaged and visual
and within proper time constraints. The tasks
that must be performed by the gunner during
C O N T E N T S
an engagement can be divided into two cate-
Page
gories for evaluation purposes; weapon han-
Introduction to Evaluation. . . . . . . . . . .15-1
dling, and decision making.
Gunner Evaluation with the MTS. . . . . .15-2
Weapon handling involves the smooth
Gunner Evacuation on a Tracking Range. .15-3
and efficient operation of the weapon. The
Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . .15-3
gunner must demonstrate mastery of the
Gunner Performance Evaluation Sheet . . .15-4
weapon and its operating controls.
15-1
FM 44-18-1
and audible indications received by the gun-
By using the THT with an MTS, all ele-
ner during the engagement sequence. The
ments of gunner proficiency can be tested
skills and knowledge that a gunner needs to
against a variety of targets and target
successfully execute a firing sequence are
courses. When available, the MTS provides
discussed in chapters 3 through 6 of this
one of the most accurate means of evaluating
manual and in Soldier’s Manual FM 44-16S.
gunner proficiency.
The evaluator must consider the capabil-
ities of the equipment and facilities he has
The THT can also be used in conjunction
available to him for evaluation purposes.
with live targets flying known courses on a
tracking range to evaluate both weapon han-
The THT can be used to evaluate weapon
dling and decision making. However, detailed
handling. However, this device used alone
planning and close coordination between the
does not provide a means for accurately eva-
various elements involved in the operation of
luating the gunner’s ability at decision
the tracking range are required to achieve
making.
accurate test results.
GUNNER EVALUATION WITH THE MTS
Prior to conducting the test, the evalua-
tery voltage and gas pressure and have him
tor should familiarize himself with the target
take the gunner position.
run sheet for each target run he has selected.
Also, the evaluator should familiarize him-
Start target run. The gunner must now
self with the gunner performance evaluation
search, scan, detect, acquire, and track the
sheet and the scoring criteria and procedures
target to perform a successful simulated
used with the sheet.
launch.
There will be one evaluator assigned to
Before class, the instructor should be
each gunner being tested. The evaluator must
sure that the projector is loaded with the
evaluate all gunner activities during an
proper film, the system energized and checked
engagement. By observing the IR and launch
out, and that the necessary training mate-
boundary indicator lamps on the trainer con-
rials are on hand. These materials should
trol console, the evaluator can determine if a
include the THT to be used, stopwatch (if
gunner fires within IR and launch boundaries.
required), reel tabular data, and target run
analysis sheets for each reel to be used. Also,
Since the target run sheets are keyed to
student evaluation sheets and any other
time, the evaluator, using a stopwatch, will
materials which the instructor considers use-
record the times between activation, acquisi-
ful and appropriate.
tion, tone, and firing. If the THT indicates a
procedural error, the evaluator should exam-
Before starting the film run state the
ine the windows/lamps, determine the cause
objectives and standards of the film reel to be
of error, and make a note of the gunner’s
used and describe the targets to be expected,
error.
including types, speeds, and maneuvers.
The evaluator may stop the projector at
Assign the gunner to firing positions. Have
the end of a target run or series of runs to
the gunner inspect the THT for proper bat-
change gunners.
15-2
FM 44-18-1
GUNNER EVALUATION ON A TRACKING RANGE
If an MTS is not available, the gunners
should fly a variety of courses to enhance
can be evaluated against real aircraft flying
gunner training.
over a prescribed area. The aircraft is flown
over a preplanned course and the engage-
TARGET COURSES
ment is simulated using the THT. Compared
Preplanned target courses should be set
to MTS training, this method (outdoor range)
up so that the evaluator and his assistant
of presenting targets to the gunner has the
know where the launch, hold fire, and cease
advantage of realism but has disadvantages
fire boundaries are located. The data for each
that include the following:
course should be preplotted on a graph sim-
Less precision in the evaluation. Aircraft
ilar to the target run sheet used with the MTS.
courses are more difficult to control and time;
Target courses should include the following:
therefore, the evaluator must rely more on his
Crossing left to right, low altitude (high-
own judgment or the use of a Stinger sight
performance aircraft).
assembly as to exactly when the aircraft is
within the engagement zone.
Crossing left to right, low altitude (low/
medium-performance aircraft).
Difficulty of obtaining aircraft support.
Aircraft support may be difficult to obtain
Crossing right to left (helicopter).
and are more expensive in terms of the per-
Crossing right to left, low altitude (high-
sonnel and equipment required to operate
performance aircraft).
and control them.
Directly incoming, low altitude (high-
Difficulty of locating training areas. A
performance aircraft).
tracking range or suitable training area,
Incoming, transitioning mid-flight to
target courses, equipment, and material must
crossing.
be selected. When actual aircraft are to be
used, the evaluator coordinates with the pilot/
CONDUCT OF EVALUATION
air operations officer concerning target
courses, number of runs, time involved, and
The conduct of the evaluation is the same
communications.
as with the MTS. Normally, the gunner is
given a total of five engagement runs. He
must receive ago on four of the engagements.
At the completion of the test for record, the
AIRCRAFT
evaluator informs the gunner of the test
If possible, targets should include jet and
score, go or no-go, and critiques his per-
propeller aircraft and helicopters. Targets
formance.
SCORING
Gunner performance during a proficiency
tor closely observes the gunner’s actions dur-
test will be scored using the Gunner Perfor-
ing the engagement sequence and the THT’s
mance Evaluation Sheet (see page 15-5). The
visual and audible indicators. When evaluat-
sheet may be reproduced locally. The scored
ing using the MTS, the evaluator looks at the
elements are listed in the order they usually
target run sheet for the times at which certain
occur in an actual engagement. The evalua-
events in the engagement should occur. He
15-3
