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FM 34-80: Brigade And Battalion Intelligence and Electronic Warfare Operations

CHAPTER 7

Training

The S2, in coordination with the S3, develops and supervises the unit's intelligence and security training program. The S2 plans and develops the intelligence and security scenario for exercises and training tests. The S2 establishes training levels based on the unit's ARTEP and the individual soldier's training manuals. The S2 ensures that intelligence training is integrated into all appropriate phases of combat training.

This chapter describes the S2's and the S3's duties and functions in unit combat training, training of the individual soldier, and the training of intelligence personnel.

COMBAT TRAINING

The S2 ensures that intelligence is integrated with all unit and individual training. He develops the intelligence scenarios for field and command post exercises, as well as training tests and evaluations. Normally, intelligence inputs are preplanned and designed to exercise and test intelligence procedures as well as to trigger friendly reactions to hostile indicators. S2 exercise planners portray the threat as realistically as possible, employing recognized enemy tactics and doctrine. Input into intelligence channels as the exercise progresses should present intelligence personnel with challenging situations. If indicators of enemy capabilities and intentions are too obvious, or exercise scenarios too standard and predictable, the training value of the exercise is greatly reduced.

Since intelligence inputs trigger friendly moves and reactions, the S2 scenario planners need to gain an appreciation for the manner in which the S3 desires the exercise to progress. Establishing a close liaison with S3 planners ensures that the intelligence input will present friendly staff sections with challenging exercise situations. S2 personnel note intelligence strengths and weaknesses through the duration of the exercise to evaluate both personnel and standard procedures. Should major intelligence or security problems develop, the S2 determines the underlying cause and pursues corrective action. Following the exercise, the S2 should resurface the problem, verify its causes, and take action(s) necessary to prevent recurrence. Evaluators must be careful when determining how and why a problem developed to make sure that the real cause is identified. An individual's performance may be blamed, for example, when the real culprit could be an unrealistic or impractical requirement prescribed in the SOP. You must look beyond the symptom to determine the root cause of the problem.

Unit training also is conducted during nonexercise field training. The S2 assists subordinate units in conducting intelligence and security training. He periodically inspects intelligence and security training, points out weaknesses, and makes suggestions and recommendations for improvement.

INDIVIDUAL SOLDIER TRAINING

It is the commander's responsibility to train subordinates. The S2 plans and implements, through the S3, the intelligence and security training program to train the combat soldier in scouting, reconnaissance, and the intelligence aspects of patrolling and security procedures. All soldiers are trained in observation techniques to ensure accurate description and reporting of what has been perceived. The ability to recognize and report what they have observed, especially under adverse weather conditions, improves with practice. The soldier is trained to quickly identify friendly and enemy equipment. On the air-land battlefield, this is a matter of significant concern. Some types of enemy equipment are very similar in appearance to that of our European allies. FM 21-2 contains basic intelligence-related skills in which every soldier gains proficiency. Leaders down to squad level should train to perform the following tasks:

• Collect/report information--SALUTE.
• Recognize and identify friendly and threat armored vehicles.
• Visually identify threat aircraft.
• Estimate range.
• Send a radio message.
• Identify terrain features on a map.
• Determine the grid coordinates of a point on a military map using the military grid reference system.
• Determine a magnetic azimuth using a compass.
• Determine direction using field-expedient methods.
• Conduct day and night surveillance without aid of electronic devices.

Communications personnel must comply with proper COMSEC procedures. Radio communications must be limited in duration to prevent identification and location of the emitter. The C-E officer assists in integrating COMSEC training into every feasible training opportunity.

Reconnaissance by combat soldiers, properly trained by S2 personnel, can be a very reliable intelligence source and an important part of the collection effort. S2s rely heavily on reconnaissance patrols. Each time reconnaissance patrols are used in an exercise, their reports are carefully reviewed for accuracy and the patrols are debriefed.

The individual soldier is trained to appreciate the importance of security. Soldiers are taught what is authorized and prohibited regarding security rules and regulations. They are taught the procedures for handling and protecting classified information and materials. These training requirements are an integral part of the command's security education program.

The program also includes training designed to prevent SAEDA and deliberate security violations. Additional periodic security training is provided for personnel who routinely handle classified material.

INTEGRATED TRAINING

A useful method of conducting IEW training is to integrate it into subjects which are ordinarily not considered to have IEW implications. Imagination and innovation can create many additional opportunities for intelligence training for the unit as a whole. The following examples show how this can be accomplished.

INTELLIGENCE TRAINING

Without a realistic peacetime training program, intelligence personnel gradually lose their skills. In developing a training program for intelligence personnel, the S2 determines the degree of knowledge and the skill levels required. These are accomplished by examining the ARTEP, reviewing training reports and appropriate field manuals, and by consulting soldier manuals. Individual skill levels can be evaluated through assessment or review of--

• Daily, routine duty performances.
• Performance during exercises and unit training tests.
• Supervisor's periodic performance ratings.
• Results of skill qualification tests.

By comparing required and current performance and training levels, strengths and weaknesses can be identified. Weak areas require additional or refresher training. One of the best ways to maintain critical intelligence skills is to work with real world data by producing intelligence documents, updating data base holdings, developing PIR and IR for contingency operations, and by studying enemy organization, doctrine, tactics, and equipment capabilities.

A comprehensive unit tactical intelligence course is an excellent way to provide refresher training and correct training deficiencies. Tactical intelligence blocks of instruction are developed and presented at the brigade and battalion level to initially train or reinforce all of the components of tactical intelligence. Because this requires a considerable amount of time and effort, the S2 should obtain command concurrence prior to developing the course of instruction. The S3 may agree to incorporate a tactical intelligence course into the command's overall training program. Other staff sections provide input within their areas of expertise by identifying their standard intelligence requirements and identifying how they use intelligence. The S2 can and should assist these staff elements in the development of intelligence requirements.

The S2 may not have to develop the entire course. The division G2 and MI battalion (CEWI) in support of the division can provide expertise and data which can be used in creating or modifying a course of instruction. For example, the ASPS at division has experts on the IPB process. They can assist the S2 in creating lesson plans on battalion and brigade IPB functions. The CM&D and the CI analysis sections of the division can provide expertise and data on their functional areas. Exportable training packages from service schools could also be used to aid the S2 in unit instruction.

Prior to implementing a course, the S2 ensures that all instructors are thoroughly versed in their subjects. Good instructors always rehearse. Rehearsals provide an opportunity to identify problem areas and make corrections prior to entering the classroom. Rehearsals also provide instructors with an opportunity to perfect delivery techniques and the use of visual aids. A soldier's opinion of the S2 shop's collective opinions can affect the quality and quantity of support the S2 receives.

Evaluation and critique are two separate actions used to improve classroom training and course presentation. A course evaluation can be conducted by any knowledgeable individual invited to observe the reaction of the students, presentation of course material, use of training aids, and the comprehensiveness of the instruction. The instructor and S2 review the evaluation, and take the necessary action to correct deficiencies. FM 25-3 should be consulted regarding training evaluation.

Examinations are given to all students to assist in identifying weak areas in which additional training is required. Additional instruction is scheduled, and subsequent courses are designed to eliminate weak areas.

THREAT EDUCATION

A comprehensive threat education program, developed by the S2 section, will pay large dividends in combat. A poorly trained unit is likely to fail in the first fight. A unit's readiness for combat is made apparent by its state of training. An important part of that training is a thorough knowledge of enemy capabilities and equipment, and how the enemy fights and thinks. There are distinct target audiences to which a threat education program is oriented. While the depth and detail vary with each target audience, the subject matter is essentially the same.

The RIP published semiannually, and the Defense Intelligence Production Schedule (DIPS), both classified SECRET NO FOREIGN DISSEMINATION, are published by DIA. These two documents provide the S2 the means to research sources of threat education materials. These and other source documents should be available at the ASPS, division, and corps G2 section. To be placed on automatic the distribution point of contact for either hard copy or microfiche RIP, is DIA (RTS-2C). The same office is the point of contact for DIPS procurement. DIAM 59-3 provides additional information. Once document requirements are identified, the S2 submits a statement of intelligence interest (SII) to the G2.

Intelligence personnel must understand all aspects of the threat. In addition to receiving threat education training, they are candidates to present instruction in threat recognition, doctrine, and tactics.

Leaders at all levels require knowledge of the threat to make sound decisions in tactical situations. They should be the experts in enemy equipment recognition, tactics, and how the enemy thinks. Principal staff and special staff officers have both generalized and specific threat education needs. The S2, for example, needs to know about the demography of indigenous personnel in the AO. The S3 needs specific technical and parametric information about enemy nuclear weapon capabilities. The S4 needs to plan routes for resupply of forward elements. The C-E officer needs to know enemy REC capabilities and doctrine.

Troop threat education is designed primarily to teach individual soldiers how to identify enemy weapons and equipment and to rapidly distinguish friend from foe. In battle, the combat soldier may have only a few seconds to make an identification. Posters showing US, allied, and enemy equipment, posted on the walls of barracks, in day rooms, dining facilities, and motor pools are effective ways of reinforcing classroom and field training in equipment identification.

All soldiers must know what to do with captured enemy equipment and personnel. Soldiers need to know how the enemy fights, the extent of their training, and how they think. Our soldiers must be told, truthfully, what our weaknesses are, and how the enemy will attempt to exploit those weaknesses.

EW TRAINING

The S3 has primary staff responsibility for both training and EW. The focus for brigade and maneuver battalion EW training is defensive. That is, those actions taken to ensure the continued effective friendly use of electronic equipment despite the enemy's efforts to disrupt, degrade, deceive, or destroy that use. The preceding is the standard definition of ECCM. FM 32-30 provides the S3 and unit trainers tried and proven ECCM techniques which have been developed for use with current and projected equipment.

The S3 also has primary staff responsibility for OPSEC. Training conducted in ECCM should be integrated with that portion of OPSEC which deals with the SIGSEC problem. ECCM and SIGSEC training work together to provide an integrated understanding of preventive measures we take to assure secure and continued use of our tactical communication means.