AndrewLiang_Assignment4a__PR1

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Feb 20, 2024

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Readers Objective Action iMpression Who is the audience and which CPP- communicator type are they? How will you change the reader, and which CPP-communicator type are you? What do you want the reader to do? What do you want the reader to think about you? The audience for my proposal is my Squadron Commander. In accordance with the chain of command, I need her to approve my proposed changes. I need her to allow me to coordinate with other squadrons to implement my desired changes. I aim to inform the listener of a current problem that she may not know exists. I want her to listen to my proposed changes. I am not presenting a is a fully solved solution. The objective is to identify a problem and to present a potential roadmap to the solution. I am a content oriented communicator. I want the listener to take note of the problems that I’ve identified. I want her blessing to continue developing a solution to the problem that I’ve presented. The reader will think that I am knowledgeable on the subject. She will think that I can be trusted to begin working on the solution. The reader will think that I took the initiative to present a solution and not just a problem. Background: The Air Force has four operational B-52 squadrons: two at Barksdale AFB, LA and two at Minot AFB, ND. Upon arrival at an operational squadron, aircrew have already completed pilot training/combat system training, as well as the B-52 specific Formal Training Unit (FTU). New aircrew are subsequently tasked with Mission Qualification Training (MQT) to certify them as Combat Mission Ready (CMR). After over two years of training, an MQT qualified crew member is now trusted to fly in combat. There is an array of follow on training that is offered after MQT. The timeline to start the next course varies between 1-3 years. The progression after MQT is SML, to MML to CFIC (instructor upgrade). The current culture dictates that every person should eventually become an instructor. There is very little guidance on the expectation for the 1-3 year gap between MQT and SML. This memorandum helps to highlight some of those issues and to present a way forward.

MEMORANDUM To: Commander of the 96 th Bomb Squadron From: Capt Andrew Liang, Pilot, 96 th Bomb Squadron Date: September 11, 2022 Subject: Recommended changes for post MQT aircrew ______________________________________________________________________________ There is a precise roadmap for a newly commissioned officer to become a Combat Mission Ready (CMR) B-52 crew member. The roadmap abruptly stops after the completion of Mission Qualification Training (MQT), which blesses them as CMR. After a seemingly arbitrary amount of time, the map reemerges to transform a basic CMR crew member into an instructor. The exact path consists of an upgrade to Single Mission Lead (SML) then Multi-Mission Lead (MML), ultimately leading to the Combat Flight Instructor Course (CFIC). The gauntlet from SML to CFIC resembles a slow and steady train, rather than a challenging hike. Once an individual is selected for SML it’s only a matter of time until that individual is blessed as an instructor, tasked to lead a newly minted MQT crew member through the same process. The undefined gap of time between MQT and SML is the crux of the problem. Four specific problems are the byproduct of the current system; four actions to fix those problems are as follows: 1. Develop a post MQT training plan 2. Standardize the upgrade timeline between all four operational squadrons 3. Identify the required number of evaluators/instructors needed by each squadron 4. Establish a vetting process to evaluate instructor candidates These recommendations will produce tactically stronger B-52 operational squadrons. 1. Develop a post MQT plan Following MQT, newly minted CMR aircrew do not receive any formal training until SML. The average time between completion of MQT and the beginning of SML is approximately 18 months. While new crew members are encouraged to study on their own, the burden to learn and improve should not be placed on the individual. As a result, a sink or swim culture has prevailed. Motivated individuals evolve into smart tacticians, while less driven individuals are left behind at a basic MQT level. Unfortunately, those unmotivated individuals with less tactical knowledge will still proceed through the upgrade pipeline a year or two later. On average, a crewmember flies once a week and accumulates roughly 200 flight hours per year. Pre-SML aircrew need formal guidance and study aides to supplement those flying hours. Formal post MQT guidance will ensure all crew members maintain a minimum threshold of proficiency. The result will be smarter aircrew, higher performing SMLs and will serve as a vetting process for high achievers, which will be discussed later.

2. Standardize the upgrade timeline between all four operational squadrons There are four operational B-52 Squadrons, which yield four different training timelines and four different upgrade syllabi. As stated above, the average time between MQT and SML is approximately 18 months. Some start after 10 months and some start after 36 months. Much like a snowball, O o nce a person starts rolling their momentum increases and the upgrade process accelerates until they reach CFIC. The inconsistency of upgrade timing creates a culture of “sink-or-swim” mentality. exasperates the sink or swim culture. The squadrons do not share basic definitions and expectations for an SML , / MML , or / Instructor. The lack of unified syllabi and timelines for upgrades has led to disjointed standards for the B-52 community. A mixed crew consisting of flyers from all four squadrons should be able to seamlessly fly together. That is impossible if they do not share the same belief on the role of an SML/MML/Instructor. Therefore, it is integral for all four squadrons to share the same timeline for upgrades as well as syllabi. There needs to be a shared expectation for the amount of time required/permitted to complete each upgrade. Formal guidance needs to be written that will be used by all four squadrons. The guidance must contain a post MQT training plan, syllabi for all upgrades, minimum requirements for each upgrade, and a predicted career progression to include all upgrades. 3. Identify the required number of evaluators/instructors needed by each squadron There are three different types of training flights: upgrade, continuation training (CT) and evaluation.  Upgrade: Crew members fly under the supervision of an instructor to complete an upgrade (e.g. SML, MML, CFIC)  CT: CMR crew members fly without the supervision of an instructor in order to fly an assignment mission or to practice  Evaluation: Crew members fly under the supervision of an evaluator to comply with periodic certification requirements Over the past few years, the overwhelming majority of flights have been u U pgrade flights s . An estimated 10% of flights are CT, while over 75% are upgrade flights. The operational squadrons are in an endless cycle, personifying the metaphorical self-licking ice cream cone . The squadrons are in desperate need to certify new instructors for the sake of teaching the next wave of instructors. As a result, time is never allotted to practice via CT. The beginning of SML establishes an unstoppable force until it reaches CFIC. The problem is further perpetuated by the belief that everyone needs to become an instructor. This premise is wrong. Poor performers are still permitted to become instructors due to time and attrition, rather than their acumen in the aircraft. Poor instructors make s the entire crew force worse. By abandoning the belief that everyone needs to be an instructor, the continuum of constantly needing new instructors disappears. Aircrew need CT to practice and to hone their skills. The culture of constant upgrades must stop in order to provide aircrew the time to execute their jobs rather than worry about. what’s next.

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Furthermore, the rapid succession from SML to CFIC has caused a degradation of instructors. Over the years, the B-52 has begun to sacrifice quality for quantity. Upgrades will always be required to account for retirement and permanent change of station; however, squadrons need to identify the exact number of instructors that are needed to maintain healthy replacement and to teach MQT/SML/MML/CFIC. Serving as an instructor is a privilege not a right. The identified number of required personnel will be included in the aforementioned joint guidance. 4. Establish a vetting process to evaluate instructor candidates Based on the previous conclusion that a squadrons squadron requires a finite number of a instructors, a necessity exists to identify those individuals with the purview to be a strong instructor. The previously discussed post MQT training plan should incorporate a method to assess aircrew’s ability to instructor and leadership capability. Like instructors, a squadron only needs a certain number of SML/MML. People should be upgraded at the same rate that SML/MML leave the squadron in order to maintain the status quo. The process of evaluating future instructors needs to be standardized between the four squadrons. Specific criteria must be documented in the aforementioned guidance. Conclusion: Four problems exist within the current post MQT construct. The recommended changes require commitment from all four operational squadrons. Regardless of squadron, the B-52 is governed by the same technical orders, MAJCOM guidance and tactics. Higher headquarter strategists and policy makers view the B-52 as a single Mission Design System (MDS). To the outside world, it is insignificant that there are four B-52 squadrons; therefore, it is illogical that the squadrons would have different training programs. The Squadron Commander’s approval is required before any syllabi or programs can be drafted. This memorandum requests for the 96 th BS commander to approve the initial writing of a post MQT training program, which will ultimately be co- written and utilized by all four B-52 squadrons.

AndrewLiang_Assignment4a__PR1

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