Preface | |
Figures | |
Tables | |
Summary | |
Acknowledgments | |
Abbreviations | |
Introduction | p. 1 |
The Role of the Operational Training Environment | p. 3 |
Training Basics | p. 4 |
Demands That Can Degrade Training Quality | p. 5 |
Contingency Operations | p. 5 |
Requirements for Adversary Aircraft | p. 6 |
Historical Fluctuations in the Effectiveness of the Training Environment | p. 7 |
The Role of RDTM | p. 7 |
Aircraft Utilization and Training Quantity | p. 9 |
Additional Training Environment Improvements | p. 10 |
Post-Gulf War Training Environment | p. 12 |
Experience and Qualifications | p. 14 |
What Does This Mean? | p. 15 |
The Production of New Pilots and Overmanning Issues | p. 17 |
High-Fidelity Simulators with Mission Training Centers | p. 21 |
The Potential Benefits of DMO-Capable Systems | p. 24 |
Shortcomings of Simulator Systems | p. 28 |
Inherent Lack of Fidelity | p. 28 |
Airmanship | p. 29 |
The Role of DMO-Capable Simulators in Operational Fighter Units | p. 32 |
Additional Concerns and Caveats | p. 33 |
Funding | p. 33 |
Scheduling and Supervision | p. 34 |
Impending Issues | p. 35 |
Experience and Development Surveys | p. 37 |
The F-15 Survey | p. 38 |
Goals | p. 38 |
The Survey | p. 39 |
The Respondent Pool | p. 39 |
Methods | p. 39 |
Findings from the F-15 Survey | p. 42 |
Readiness for a Staff Position | p. 42 |
Readiness for Combat | p. 45 |
Type of Training and Experience | p. 49 |
Optimal and Minimal Training Sorties | p. 50 |
Insights into the Meaning of Pilot Experience | p. 52 |
Conclusions and Recommendations | p. 55 |
What Is Experience? | p. 56 |
Developing Qualified Pilots | p. 57 |
Survey results from F-16 Pilots at Hill AFB | p. 59 |
References | p. 67 |
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