Preparation

2.1    Introduction.

Mission preparation, individually and as a flight, is the foundation of successful fighter operations. It encompasses cockpit resource management (CRM), psychological considerations, objective application, the prioritization based on SA, and flight leadership. Each factor is part of a professional attitude, which enhances safety and increases tactical potential. The CRM core concepts of SA—flight integrity, communication, risk management and decisionmaking, task management, mission planning and debrief—are addressed throughout this chapter. The success of all that follows (briefing, execution, and debriefing) is directly related to the amount and quality of preparation. First, individually prepare yourself for the mission. Second, determine mission objectives in terms of measurable combat capability and related basic pilot skills. Finally, decide how to brief and execute the mission.

2.2    Psychological and Physiological Considerations.

A fighter mission demands total involvement, whether it is actual combat or continuation training. This means being mentally and physically prepared for the mission. Mental preparation requires setting aside outside stresses, allowing for total concentration on the mission. Physical preparation means conditioning the body for the extraordinary demands of aerial combat and adopting a healthy lifestyle. This is an attitude! A fighter pilot's attitude is a proper blend of pride, desire, aggressiveness, and knowledge.

2.2.1    Psychological Considerations.

In combat, you will not have the option of calling; “KING’S X, I HAVE LOST MY LEADER,” or “BINGO, KNOCK IT OFF.” You cannot
plan on the enemy making a mistake. No one knows for sure how they will react in the next combat situation. This fact in itself causes anxiety. Anxiety is also caused by fear or misunderstanding one's own abilities or an opponent's abilities in the aerial arena under adverse conditions. The foundation for overcoming anxiety is established by developing confidence in the following:
•    Your aircraft.
•    Your wingman.
•    Your ability to accomplish the mission.

2.2.1.1    Situational Awareness (SA).

SA is the continuous perception of self and aircraft in relation to the dynamic environment of flight, threats, and mission and the ability to forecast, then execute, tasks based on that perception. It is gained through assimilating information obtained through:
•    Visual cueing and perceptions.
•    Flight members.
•    Communication.
•    On-board avionics.
One of most important factors in maintaining SA is a common understanding of the briefed plan. That understanding, overlaid with current fight conditions to arrive at an overall picture of what is happening and what will happen defines SA.

2.2.1.2    Habit Patterns.

It is a documented fact that when fighter pilots find themselves in stressful situations, their performance tends to follow  previously
learned habit patterns. Habit patterns cannot be turned on and off at will. The same skills developed in training will be the ones used during actual combat. Combat does not act as a catalyst and bring hidden qualities magically to the surface or suddenly quench poor habits developed in the past. Do not expect instant success to come to you. Being a good fighter pilot is, to a large extent, just plain old hard work. Professionalism is one quality that must be common to all fighter pilots. Excessive pride can result in not admitting your faults; excessive desire can cause you to overlook small details along the way; overly aggressive attitudes can cause you to override good judgment. Professionalism is the only quality that can achieve the proper blend of pride, desire, and aggressiveness.

2.3    Effective Communication (Comm).

This includes knowledge of common errors, cultural influences, and barriers (rank, age, experience, and position). Skills will encompass listening, feedback, precision, and efficiency of comm with all members and agencies (that is, pilots, wingmen, weather, air traffic control, and Intelligence). Comm ties the mission together. From the beginning of mission planning through the lessons learned in the debrief, comm is the basic determinant of both mission accomplishment and success. The flight lead must effectively translate the plan and objectives to each wingman so assets can be directed to achieve the goals. The flight leads must communicate thoroughly during planning to produce the correct flight products for their mission. In the briefing, they must address the flight’s execution plan and major contingencies that can be expected during flight and the planned reactions. Standards must be established to cover those contingencies that are not briefed. Briefings must be complete and understood so that contingencies can be executed in the air using concise radio communications. Visual signals must be understood and used correctly to be effective. Preparation to ensure effective in-flight communication includes the following:
•    Know and adhere to accepted and standard terminology (squadron standards, AFTTP 3-1.1, General Planning and Employment Considerations, and ATC) (located at https://wwwmil.nellis.af.mil/units/561jts/dn/volumes.aspx).
•    Brief anticipated comm flow.
•    Have zero tolerance for complacent, sloppy, or ambiguous radio calls (in flight and during debrief).
•    Establish an appropriate assertion level; ensure two-way communication.
•    Assume nothing.
•    State concerns and intentions and get an acknowledgment/decision.

2.4    Task Management.

Task management involves establishing priorities for maximum efficiency and avoiding task saturation.

2.4.1    Establish Priorities.

There are occasions during nearly every mission when you cannot do everything in the time available. This requires assigning priorities (task prioritization). At the top of the list are Critical Tasks – things you have to do. Lower on the list are things you would like to do – Noncritical Tasks. The list of have-to-do tasks should be established long before getting near an aircraft.

2.4.1.1    Critical Tasks.

These are tasks that cannot be ignored without catastrophic consequences. If noncritical tasks begin to cause inattention to critical tasks, immediately disregard the non-critical tasks until all critical tasks are accomplished. Critical tasks include:
•    Maintaining aircraft control.
•    Deconflicting flightpath.
•    Avoiding terrain.
•    Being aware of fuel.

2.4.1.2    Prioritizing Noncritical Tasks.

Lower priority tasks fall into two general categories: formation tasks and mission tasks. Formation tasks range from ops checks to proper execution of tactical turns. Critical tasks, such as element deconfliction, can never be disregarded, but other tasks will require monitoring and management. For example, Fencing in during military operations area (MOA) entry, formation tasks (deconfliction, staying in formation, and radio awareness) should be prioritized above mission tasks (heads-up displays (HUD), weapons checks, and avionics). Although mission success is usually measured by how well mission tasks are accomplished, keep overall mission success in perspective. Remember, if the aircraft does not get back home, the mission has failed. If formation tasks become secondary to mission tasks, as a general rule, mission success will suffer. Letting nice-to-do things take priority over have-to-do things will jeopardize yourself and those around you.

2.4.1.3    Misprioritization.

Mispriortization can have disastrous results. Remember the basics of Aviate, Navigate, and Communicate. Be alert for situations that regularly require prioritization of critical and noncritical tasks: Switch changes during formation; Fencing out during a rejoin; digging out an approach plate while in instrument meteorological conditions (IMC); etc.

2.4.2    Task Saturation.

Task saturation is a temporary failure to properly assess available information and initiate required pilot actions.

2.4.2.1    Hazards.

Some of the possible hazards of task saturation include the following:
 •    Loss of mission effectiveness due to inability to perform mission tasks.
•    Interference with the tasks of others.
•    Fuel waste.
•    Training rule violations.
•    Loss of control of the aircraft.
•    Ground collision.
•    Midair collision.

2.4.2.2    Causes.

The main cause of task saturation is the sheer number of duties which must be handled by the pilot or crew. Among the tasks to be performed are aircraft control, navigation, formation, tactics, and weapons employment. Pilots can become saturated by trying to do too many of these tasks at once. Loss of visual references, which occurs most often while flying in weather or at night, increases the possibility of task saturation. Other contributing factors include complex training or combat scenarios as well as habits formed while flying other types of aircraft (such as switch and display locations). Managing cockpit tasks requires good judgment and strong interpretive and discriminatory skills.

2.4.2.3    Task Saturation.

Symptoms of task saturation include:
•    Missing radio calls.
•    Difficulty controlling the aircraft.
•    Getting behind the aircraft.
•    Loss of SA.
•    Spatial disorientation.
•    Channelized attention.

2.4.3    Task Management Techniques.

The following techniques will assist in preventing or overcoming task saturation:

2.4.3.1    Preflight:

•    Ensure aircrews are well rested, properly nourished, and mentally prepared.
•    Know what is expected on the mission. Ask questions if any aspects of the mission are unclear.
•    Ensure checklist items and habit patterns are followed. If events interrupt habit patterns (ground abort, night, etc.), slow down to ensure everything is accomplished.

2.4.3.2    In Flight:

•    Anticipate and be prepared for the next briefed event. Always try to stay ahead of the aircraft.
•    Do not dwell on mistakes.
•    Control false sensations and quickly transition to instruments when visual cues become unreliable.
•    Be prepared for changes in task priorities.
•    Reduce    head-down    time    by    maintaining    a    good    cross-check    among instruments, sensors, and visual references.
•    Watch for symptoms of task saturation and act to minimize them:
 -    If low altitude, climb to cope.
-    Reprioritize current tasks, placing aircraft control first.
-    Inform crew mate or flight member about situation.
-    Pass control of aircraft.
-    Call a KIO if tactically maneuvering.

2.4.4    Mission Accomplishment.

This task has a high priority; however, in peacetime there is no mission more important than safe recovery of the flight. The aircrew cannot afford to exceed personal limits in the desire for mission accomplishment. Aircrew limits vary from day to day, based on capabilities and experience, as well as psychological and physical preparation.

2.5    Mutual Support.

 Mutual support is a contract within a flight of two or more aircraft that supports the flight’s mission accomplishment. It is directly related to SA in that it requires positional awareness and performance evaluation of all flight members and any threats, as well as an understanding of both the flight’s and threat’s capabilities.

2.5.1    Flight Leadership.

Flight leads have the general responsibility for planning and organizing the mission, leading the flight, delegating tasks within the flight, and ensuring mission accomplishment. They are in charge of the resources entrusted to them; they must know the capabilities and limitations of each member of the flight. Once airborne, they have the final responsibility and controlling authority for establishing formations, maximizing the flight’s effectiveness, and leading the flight successfully during the mission.

2.5.2    Wingman Responsibilities.

Wingmen have the supporting role in the flight. They help the flight lead plan and organize the mission. They have visual lookout and sensor responsibilities and provide backup navigation for the flight as required. Wingmen execute as briefed or when directed by the flight lead and provide mutual support throughout all phases of the mission.

2.6    Flight Discipline.

Discipline is perhaps the most important element for success in any aspect of aerial combat. On an individual basis, it consists of self-control, maturity, and judgment. Teamwork is an integral part of discipline; individuals evaluate their actions and how they affect the flight and mission accomplishment. If all flight members know their respective duties, they work together as a flight. Experience and realistic training leads to professional air discipline.

2.7    Mission Planning:

2.7.1    Planning Considerations.

The flight lead establishes priorities for mission planning and delegates them to flight members to ensure all planning considerations are addressed and to preclude any duplication of effort. All flight members should be involved in the mission preparation. The depth of planning detail is dictated by the syllabus, mission and flight experience level, but the bottom line is “All necessary mission planning is completed in time to conduct a concise, comprehensive briefing.”

2.7.1.1    Flight Lead/Direct Support Instructor Pilot (IP) Responsibilities.

Flight leads have the general responsibility for planning and organizing the mission, leading the flight, delegating tasks within the flight, and ensuring mission accomplishment. They are in charge of the resources entrusted to them; they must know syllabus requirements and the capabilities and limitations of each member of the flight. Once airborne, they have the final responsibility and controlling authority for  establishing the formations, maximizing the flight’s effectiveness, and leading the flight successfully during the mission.

2.7.1.2    Wingman Responsibilities.

 Wingmen have critical responsibilities of helping the leader plan and organize the mission. Wingmen should contact their flight lead the day prior for specific direction and arrive early enough to complete prebrief administration items. Check with the flight lead again the day of to see if he requires any special items, other than the standard for the brief. Check the schedule for last- minute changes; fill out your mission data card and sign out on the flight orders as required (students normally sign out only on solo flights). Check the weather, notices to airmen (NOTAM), safety and/or time-critical notices such as flight crew information file, and pilot read file. Review the standard departure and recovery for the mission and study a map of the working area; ensure familiarization with boundaries, altitudes, and restrictions.

2.7.2    Mission Objectives.

Preparation for any given mission should be based on mission objectives. Mission objectives will normally be driven by the syllabus on IFF missions. The mission objectives should give the “big picture” of what is happening for each mission and are used to measure individual and team mission success. Well- defined objectives should be based on the mission requirements and tasking, environment, threat, and other factors such as wingman experience. Clear objectives limit the impact of distractions and focus attention on mission accomplishment. A valid objective has three parts: performance, conditions, and standards.

2.7.2.1    Performance.

Describes what each pilot or the flight does during the mission. It is action and is not vague. Use action verbs such as employ, practice, negate.

2.7.2.2    Conditions.

Describes starting parameters such as "from an offensive perch" or "given two Bandits with noise jamming and a BVR setup."

2.7.2.3    Standards.

States how well the performance must be done and is categorized by time limits, accuracy, and quality (such as, “meeting valid kill criteria,” or “ranging within +500 feet”).

2.7.3    Operational Risk Management (ORM).

Part of mission planning is assessing and managing the risks inherent in fighter operations with respect to individual limitations and vulnerabilities. Review the mission and clearly define what is to be accomplished. Then focus on critical phases throughout the flight; keep in mind many mishaps occur during takeoff, en route, rejoins, and landing, not just during tactical operations in the MOA. Attempt to assess all possible risks during these flight phases by building a mental picture of the sequence of events—look for the obvious risk factors, then ask yourself: if something goes wrong, how do I adapt? In addition, critically assess each of these areas:
•    Pilot—proficiency/currency issues; physical and mental health, skill level, and experience.
•    Environment—weather, time-of-day (TOD), terrain, altitude, Gs, and temperature.
•    Aircraft—configuration limitations, cockpit setup, and potential distractions.
•    Supervision—personality conflicts, discipline, supervisory, and peer pressures.

2.8    Briefing.

The purpose of the briefing is to clearly convey the “what” and “how to” of the mission.

2.8.1    Preparation—The Key to a Quality Briefing.

If the briefing time is limited, and/or a large amount of information needs to be covered (instructional or highly complex missions), management of the allotted briefing time will be improved by practicing the briefing. This will allow the briefer to formulate verbiage and rework areas that may not have been well thought out.

2.8.1.1    Briefing Guides.

Briefing guides are one of the most useful tools for preparing and delivering flight briefings. They help the briefer organize thoughts and identify areas where knowledge may be lacking. Using another aviator’s briefing guide, or a generic, can be useful as a reference; however, developing an individual briefing forces the briefer to think through the briefing material. The detail contained in the briefing guide will depend on the familiarity with the subject. The less familiar a briefer is with the topic, the more detailed the briefing guide should be. If a briefer is familiar with a topic, an outline may be sufficient.

2.8.1.2    Briefing Room Boards and Computer Slide Usage.

Preparing white boards and/or slides is essential to enhancing the overall quality of the briefing. Information on boards should be limited to essential information. As a general rule, the less cluttered the briefing boards, the less distracted the flight will be during the briefing. Avoid filling the boards with laundry lists for the mission or "memory joggers" for the briefing. If utilizing computer slides for a presentation, turn off the screen or use a black slide when proceeding to the next topic.

2.8.1.3    Briefing Room Interactive (BRI) Usage.

BRI is an outstanding tool for making expeditious briefs that can quickly incorporate high fidelity visual aids. BRI is also very useful for premission study and preparation. On instructional sorties, using BRI allows students to go back and review areas on their own. Consider using example videos to put a picture to instruction.

2.8.1.4    Speaking Ability.

A briefer may be very knowledgeable in a subject, but if the individual is unable to communicate ideas in a clear and logical way, the briefing will not be effective. Practice, including "dry runs," will help improve speaking skills as well as prevent some of the most common pitfalls during briefings: improper focus/time allotment, excessive rambling/going off on tangents, and not presenting in a logical order/disjointed flow. Practice also aids in eliminating distracting verbal pauses (for example, “with that,” “basically,” “big picture,” or “um”).

2.8.2    Flight Lead/Direct Support Coordination Briefing.

The "coord" briefing describes what is to be accomplished and sets the tone for the entire mission. Establish objectives that include a standard that measures successful performance. Admin, or "motherhood," items should be covered in an efficient manner. Locally developed standards can be used to brief common or repetitive elements of the mission. Most of the time should be spent on the "meat," or primary focus, of the mission. Alternate missions should be less complex than the original mission but also have specific objectives. The flight lead controls the brief and should be dynamic, credible, and enthusiastic. He should motivate and challenge the flight to perform to planned expectations, asking questions to involve flight members and determine briefing effectiveness. The IFF coordination briefing should not normally last longer than 15 minutes to allow adequate time for the instructional briefing.
 

2.8.2.1    Techniques for a Good Briefing:

•    Ensure the boards are clean prior to setting up any presentation.
•    Ensure all writing and drawings are neat and legible from where the flight is sitting.
•    Start the briefing on time and with a precise and correct time hack.
•    After any necessary introductions, lead the briefing with the overall mission objective(s) and "big picture" overview.

2.8.2.2    Wingman Briefing Role.

Wingmen should be prepared to brief all topics required by the flight lead, syllabus, and/or squadron standards. Topics normally include the weather, NOTAMs, emergency procedure (EP), and threat of the day. Be organized and efficient while briefing. Stay focused and pay attention during the brief. Write down any questions you may have and ask them at the appropriate time. Never leave a briefing with doubts or unanswered questions.

2.8.3    Instructional Briefing.

The instructional briefing describes how to accomplish specific mission tasks. Like the coord briefing, the focus should be on the primary mission objectives—the "meat" of the mission. The instructor must take into account the experience level of the wingmen and adjust the brief accordingly. Be sure to end your brief with adequate time for everyone to mentally review the mission and accomplish any other prestep requirements—normally not less than 10 minutes.

2.8.3.1    Briefing Flow.

The briefing should start with the mission objectives and narrow to the specific mechanics, incorporating how to recognize the pictures and describing techniques to execute the correct maneuvers – Picture, Plan, and Execution. Philosophical discussions and blanket statements should be avoided.

2.8.3.2    Visual Aid Usage.

Correct integration of visual aids in a briefing will enhance a briefing and better communicate the message to the flight. Conversely, the inappropriate or inaccurate use of visual aids can confuse the flight and distract from the overall quality of the brief. Some common visual aids include drawings and canopy/HUD cutouts, briefing sticks, air combat maneuvering instrumentation (ACMI), and BRI.

2.8.3.2.1    Drawings and Canopy Bow/HUD Cutouts.

Drawings and canopy bow/HUD cutouts must be accurate enough to support the desired point. Common errors include talking at the board while drawing and blocking the drawing from the student’s view. A good way to avoid these errors is to limit one’s action to one at a time. When using the board for drawings or canopy bow references, look at the board and make an accurate drawing or depiction—without talking. When finished, move to a side allowing the student to see the picture, and look at the flight while briefing to the visual aid. Drawings may also be put up prior to the instructional brief. If using the same room as the coord brief, be sure coordinate with the flight lead to avoid stealing his boards or cluttering his presentation.

2.8.3.2.2    Briefing Sticks.

Briefing sticks must be used in a manner accurate enough to convey aircraft relationships and movement. When using sticks for offensive basic fighter maneuvering (OBFM) and defensive BFM (DBFM), hold them underhanded and anchor the student’s aircraft with either the nose or tail aimed at the student’s ear so the perspective makes sense from the student’s view. Look at the sticks while positioning them, then look at the student while briefing. The student’s jet should remain stationary, and only the adversary’s jet should move to present the instructional picture. Upon completing the briefing point, put the sticks down. Do not use the briefing sticks as a pointer.

2.8.3.2.3    ACMI and BRI.

IP demo ACMI files can be used to show the student expected lines and fight progression as well as cockpit views. BRI can be used to view animations and IP demo HUD footage. Prior setup is recommended and system knowledge is essential to coherently integrating these instructional tools

2.9    Debrief.

It is a well-accepted axiom that the majority of the learning takes place in the debrief. Because of this, it is important each flight member devotes as much intensity to this part of the mission as to the briefing and in-flight execution. The objective of the debrief is to determine if the desired mission objectives were achieved, identify lessons learned, and define aspects of training needing improvement. An honest assessment of performance is more important than “winning the debrief.” Do not allow pride to stand in the way of admitting mistakes. Receive instruction openly using the debrief as a tool for improvement. Furthermore, the debrief should also cover those areas that were executed well, and the overall performance should be compared with the mission objectives. The end result should be all participants gaining solid direction on how to do it better next time. All debriefs include the following main areas: preparation, reconstruction, analysis, instruction, and summary.

2.9.1    Preparation.

Flight leads should have a specific mission debriefing guide aligned with the mission briefing guide – this will ensure a logical structure and flow. All participants should know (from the briefing) what will be required from them during the debrief, and sufficient time between arriving in the debrief area and starting the debrief should be allowed to gather that information (normally 20 to 30 minutes). Use everything available (notes, tapes, ACMI, etc.) to best gather the needed data. Have tapes cued for review. Preflight the debriefing room—clean boards; sufficient pens, sticks, props; operable playback equipment; etc.

2.9.2    Reconstruction.

Flight leads set the rules of engagement (ROE) for the debrief to ensure accurate mission reconstruction. Additionally, they should be aware of all participants’ time constraints – tight turn times, follow-on training events, other commitments, etc. The debrief is conducted in a professional atmosphere and critiques of execution should not be taken personally. Follow debrief etiquette – give only the information asked for when asked and save questions for the appropriate time. Avoid defensive attitudes and do not make excuses for poor performance. Take notes for later review.

2.9.3    Analysis.

Once execution has been reconstructed, the next step is to highlight the areas that require further analysis. In any given mission or engagement, there are dozens of execution areas that could be discussed in detail. The problem with doing so is that it is impossible for the average flight member to absorb more than three or four major points per engagement. For this reason, it is critical to determine which errors were key to the overall outcome of the engagement and focus on these during the instructional phase of the debrief.

 
2.9.4    Instruction.

There are two basic components to providing an instructional fix to a particular error. First, IPs must determine if the error was due to perception, decision, or execution so the student can understand why the error was made. This is important to consider because there may be cases where the end result was acceptable, but it was more due to luck or a gross error on the part of the adversary than on correct execution on the student’s part. Second, the instructor must provide the student with quantifiable techniques or procedures to correct the flaw on future missions. If there are numerous methods for correcting the execution flaw, IPs must determine which one(s) will be most effective for each particular case. Too much information can create confusion; too little can leave the student with insufficient understanding. Like the mission briefing, if used correctly, visual aids can reinforce instruction and significantly enhance a student’s understanding.

2.9.5    Summary.

Use the mission objectives to provide a quantifiable measure of performance. In addition, look to each event to find learning points and determine trend items. At the conclusion of the debrief, summarize the key performance areas that are working well and those that need to be improved upon for the next mission.

2.9.6    Debrief Techniques.

 Begin the debriefing with an overview of the debriefing flow. While exact formats will vary depending on mission types, a normal debrief flow for an IFF mission is: plan/brief, flight admin to and from the working area, area/fight admin, and primary mission execution. In most cases, debrief of the plan/brief and admin should be expeditious – the focus should be on the execution of the primary mission. To ensure this, review tape/notes and be prepared at the beginning of the debrief with desired points. If a major execution error will be caused by the plan/brief, emphasize that point when debriefing the execution. There are numerous techniques to run an effective debrief. Two of the most common are:

2.9.6.1    Performance Measure Technique.

When accomplishing multiple repetitive events, such as BFM sets or container pattern bombing, a good technique is to evaluate the performance at each event. See Table 2.1. When doing this, look to answer the following questions:

2.9.6.1.1    What Happened?

This involves reconstructing of the event and determining “what” occurred. This portion helps focus the use of ACMI, drawings, and tapes to find a cause for the error.

2.9.6.1.2    Why Did It Happen?

This involves determining the cause or causes of why things went wrong. In this phase, the answer to “why” the event occurred should be drawn back to perception/"picture," plan, or execution.

2.9.6.1.3    How to Prevent This Error from Happening Again?

This is the most important portion of the debrief. The “how” gives all of the flight members a concrete lesson to pull from the training that just took place. Without this step in the debrief process, the opportunity for flight members to grow as combat aviators is lost. When answering the “how,” the instructor is offering recommendations to the student as the best method to:
•    Recognize the error.
•    Prevent the error.
•    Fix the error if it occurs again.

Table 2.1. Performance Measure Debriefing—Board Matrix Example.

I T E M	A	B	C	D
	Event	What Happened?	Why Did It Happen?	How to fix?
1	6,000-foot OBFM	Did not kill Bandit	1.  Poor rate fight mechanics 2.  Late repo/HUD BFM 3.  Gun out of range	1.  Chair fly, simulator, practice 2.  Assessment window 3.  Ranging pictures
2	10° pop	GE – min rel	1.  Short AOD 2.  No track adjust- ment at track altitude	1.  Pull to correct AOD 2.  Appropriate correction/mechanics

 

2.9.6.2    Debrief Focus Points (DFP) Technique.

DFPs are a way of selecting the major points in a sortie requiring analysis. This technique is especially effective during complex mission debriefs where it is not reasonable to analyze every individual event. Instead, DFPs focus the overall debrief to find the major lessons learned. See Table 2.2.

2.9.6.2.1    Points to Ponder (PTP)

Previously referred to as PTPs, DFPs are usually phrased in the form of a question and point the learning in the direction of where the mission failed to meet objectives. A mission may have numerous DFPs, it may have sub-DFPs to help answer the main DFP, or, if all objectives were met, there may be no DFP.

2.9.6.2.2    Contributing Factors (CF).

CFs are events or occurrences that potentially contributed to the DFP. They can be further classified into the particular type of error:
•    Perception – fight analysis.
•    Decision – manuever selection.
•    Execution - manuever mechanics.

2.9.6.2.3    Instructional Fixes (IF).

Once all DFPs and their associated CFs have been identified, IPs are responsible for providing the "how-to" fix to help ensure better performance next time.

2.9.6.2.4    Root Cause (RC).

Following IFs, IPs should highlight the initial or primary CF that led to the DFP.

2.9.6.2.5    Learning Points (LP).

LPs are used when no DFP is warranted but where an error occurred that merits increased emphasis in the debrief. LPs may exist in cases where the objectives were met, but mistakes were made which on another mission may have led to failure. LPs are answered with IFs the same as with DFPs.

2.9.6.2.6    Lesson Learned (LL).

LLs are the overall/"big picture" takeaways for an engagement or sortie that highlight fundamental changes to be applied next time.

2.9.6.2.7    Trends.

Trends are similar events that occurred numerous times during a sortie or engagement. Whether good or bad, identifying trends can be helpful during summary.

Table 2.2. DFP Debrief – 6,000-Feet DBFM Example.

I T E M	A	B	C
	DFP	CF	Fix
1	Why did Eagle 2 die?	Poor rate fight	Improve DBFM cross-check and apply briefed EM fixes
2	Root Cause_	Incorrect assessment of range, AOT, and plan form	Provide instructional picture of good separation cues
		Poor separation mechanics	Unload to 0.5 Gs
		No countermeasures – perception/execution	Nose threat awareness, etc.

Lesson Learned – Correct assessment of range, angle off tail (AOT), and plan form is required to assess valid separation cues. If you are not sure you have valid separation cues, do not attempt to separate.