TITLE OF INSTRUCTIONAL EVENT: Command Estimate II - Processing (As of: JAN 96)

Instructor Notes Lesson Script

1. INTRODUCTION:

a. Lesson Tie-in: There you are: an S2 in the field in your 577 - radios blaring, paper flying, staff scurrying. A tall, full bird COL walks in, puffing a stogie, chin strap tight, he looks you dead in the eyes and says "What's going on, DEUCE?" If you did your IPB homework and know how to process combat information, you will know. At the completion of this block, given a tactical situation, map, operations graphics, OPORD and all available references, you will process information/intelligence in support of the unit's mission.

b. Objective: As a result of this block of instruction, given all notes and issued material, each student will be able to: record, analyze and evaluate information in order to develop tactical situations; determine and prioritize probable threat intentions; and assess the impact on friendly operations.

c. Safety Considerations: There are specific safety considerations for this block of instruction.

d. Purpose: Processing of combat information into intelligence is critical for the success of an intelligence analyst/officer. As an assistant S2, at BN or BDE, you will be responsible foe establishing, supervising, and maintaining the systematic processing of combat information/intelligence within the intelligence section.

e. Procedure: This block is
heavily PE oriented, culminating with a
major Processing exercise. All PEs will
follow lecture by the instructor. You
will receive a comprehensive 3 hour open
book exam following this block of
instruction. One CAE on this final exam is devoted to processing.

1. SO AD01425 (FEB 95) (1 per student)
2. PE TTDJPE1 (FEB 95) (1 per 2 students)
3. PE TTDJPE2 (FEB 95) (1 per student)
4. PE TTDJPE3 (FEB 95) (1 per student)
5. PE TTDJPE4 (FEB 95) (1 per student)
6. PE TTDJPE5 (FEB 95) (1 per student)
7. SUPR TEBH41 (DEC 94) (1 per student)
8. 8 1/2 x 11 ZWESTEN Map Sheet (1 per 2 students)
9. PE TTDJPE6 - DA Form 1594 Messages (1 per student)
10. PE TTDJPE7 (DEC 94)- SITMAP Messages (1 per 2 students)
11. Schweinfurt Map (1 per 2 students)
12. TNDJBB (SEPT 94) (1 per PE cell group) - Ft Hood Messages
13. DA Form 1594's (1 per student)

Insure the students still have
the following:

Range Fans (1 per cell)
SH 46200 (AUG 93) (1 per student)
Defensive graphics, and 1 blank
overlay for the SITMAP.

2. DEVELOPMENT:

Slide 1 - Intel Cycle Intelligence is developed through a

process known as the intelligence cycle.

It is a continuous flow of five actions:directing, collecting, processing, producing,and disseminating. Each phase is accomplished in sequence,

but at any one point in time during

the mission all phases may be in

progress at the same time.

Slide 2 - What is Processing? The goal of this process is situation and target development, which aids accomplishment of the CDR's mission. Processing is the transformation of raw data or mere information into intelligence and targeting data.

Slide 3 - Three Steps FM 34-3 divides intelligence processing into three

Recording

Evaluating

Slide 4 - Recording Tools Recording is the administrative step.

- This system must be streamlined and organized to
allow for rapid input and retrieval from
the system

- Entries must be indexed and tracked

- There is no absolute, required system of
organization for recording information

There are five commonly used tools for
recording information:

The Intelligence Journal

The SITMAP

The Intelligence Workbook

Intelligence Files

Coordinates Register

Slide 5 - Intel Journal The Intelligence Journal is the

official, permanent, chronological
record of processing. It is the audit trail

of all incoming and outgoing messages, documents, and actions taken by your section. Most places use the DA Form 1594 as their log and put record copies of messages and documents in a file folder, 3-ring binder or file box.

Preparation of the Intelligence Journal:

to, including your section ID.

b. Location, include grid coordinates.

c. Page number.

d. The period covered is the total period covered in the journal and is the same on every page. The time period (or shift) is normally defined by unit SOP.

Slide 6 - DA Form 1594 Body:

a. Place one item number per incident, message or action.

b. Record the time in and time out. The time out refers to the time that the action taken recorded in the "Action Taken" column took place.

c. Record all incidents, messages, orders etc. that occur. This column should include the type message, time of message (if its different from the time in), and a quick description of what is in the message. The entire message should not be recopied on the journal. Only the major points should be addressed.

The first entry is always "Journal Opened" and the time.

d. In the Action Taken column, you record what you did with the message. Some entries would be: disseminated to other units (codes are often used for this), placed on SITMAP, given to the Staff etc. Logged is not an acceptable Action Taken.

e. The initials of the person making the entry are shown for all entries.

g. After the journal is closed, you write a summary of the events that occurred during the period covered by the journal. The summary should highlight major enemy activities.

person authenticating the journal.

i. Signature of authenticating official.Must only be completed on the last page.

Begin PE (30 min) PracticalExercise:

PE #1 -TTDJPE6 (1) Directions to Students: Now

Note: This PE may be done we'll conduct a PE. Individually,

at home if time requires. prepare the journal using

(2) Conduct of PE: Use the DA Form

1594 and prepare your journal. Use

the proper heading, authentication,

and body. The body should give the type message, time in, if it was different from time received, and a quick summary of what is in the message. Make sure you take the appropriate action in the "Action Taken" column.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Slide 7 - SITMAP The Situation Map (SITMAP) is a primary graphic display of the current dispositions and major activities of the enemy. Its purpose is to aid analysis and briefing by portraying the enemy situation visually. Grease pencils, vis-a-vis, or pre-printed symbols are commonly used to write on acetate sheets placed over a map. The standard military symbology as stated in FM 101-5-1 should be used as much as possible. The key to an effective SITMAP is neatness, brevity, clarity, and uniformity.

Slide 8 - SITMAP Guidance When plotting information on a situation map, the plot should show all information known or analyzed about a message to minimize later requirements to refer back to old messages. The following guidelines should be used when plotting information on a situation map:

1. Always plot the center of the rectangle (unit symbol) at the grid where the activity or unit was reported (unit SOP).

2. Use the most accurate grid coordinates available to plot the information and be precise in your plotting.

3. Use the correct symbology for the
unit identified. If you don't know

the type unit, use a rectangle with a

question mark or some comments to

describe what was observed.

4. Use the correct size unit to show

how large the unit identified is.

5. Always record the Date Time Group (DTG) to show when the activity was observed.

6. Always do analysis of the message and show the unit that the activity would belong to. (For example: Instead of showing a Big Fred radar, show the TAB for the Arty Regiment, or instead of showing 10 BMP's and 4 tanks, show a reinforced motorized rifle company.)

7. Show identification of all units to Army level. The unit found is shown on the left side of the unit symbol and its parent unit(s) shown on the right. A knowledge of threat organization is needed to do this correctly. (For Example: It would be incorrect to show an SA-6 BTRY with a battalion as its parent unit because the parent unit of an SA-6 BTY is a SA-6 regiment.) Once boundaries have been identified, it is not necessary to show parent units unless a new unit is inserted into the area or units from Army or Front (that are also organic to divisions) are identified.

Overcrowding is a common problem on SITMAPs. Some possible solutions are color coding of DTG's to show movement over time, using codes to represent unit IDs, using plastic, moveable symbols, and using several overlays, that when combined together give the complete picture but when used separately may show only certain aspects of the enemy situation.

(2) Conduct of PE: You will complete this PE
and be prepared to brief your solution. You
will have approximately 60 minutes to
complete this PE.

(3) AAR on the PE:

(a) Restate the objective
(b) Have student present solution
(c) Clarify any errors or
misunderstandings
(d) Ask students for constructive
comments.

Slide 9 - Intel Workbook There is no prescribed format for an

Slide 10 - Intel Files Intelligence Files are more permanent than a workbook.

JOURNAL FILES:

- List information in chronological sequence.
- Contains journal sheets and support
materials. - Supporting material is in chronological
sequence.
- Journal entry number is marked on each
piece of supporting material (e.g., messages)

REFERENCE FILES:

- Information not of immediate interest.
- May be of future value.
- Cross indexed for easy access.
- Old, outdated Intel Workbook entries may be placed in the reference files

OB FILES:

- OB files include the identification, strength, command structure, and disposition of personnel,
units, and equipment of any foreign military force.
- Remember, OB files can be in the form of the Intelligence Workbook or Intelligence Files. OB files are What We Know (facts) about the enemy. The enemy has doctrinal organizations that you learned about in Threat, but like US forces, different units are at different stages of readiness and funding. They couldn't possibly get a new piece of equipment to every unit simultaneously. So we need to do collection constantly on the enemy to determine what each unit has, just in case we have to fight them. When there is a conflict between what you learned in Threat and what your OB says, the OB is assumed to be correct. Another thing you will notice about the OB is that it is often incomplete. This is because we haven't been able to find or confirm that those missing units exist. If a unit is not shown but doctrinally they would have that unit, go with doctrine and template that unit in.

Now show the students how to make a line & block

During an operation, it can get very chart from the OB. Often, we don't have time to

to hectic in an intelligence shop. look through an OB file to get the information

Prepare a line & block chart for we need. To simplify matters, we create Line & Block

31GMRD/4 CAA on the board. charts for the units we expect to oppose. We can then hang them on the wall or have them handy to simplify use of the OB. When developing a line and block chart, we put in solid lines all units shown in the OB and put in dashed lines all units not in the OB, but which should be there by doctrine.

Begin DEMO DEMO:

(1) Take out SupR TEBH41.

NOTE: No Signal BN listed, do they have one? Look over on the 6 GMRD, you see they have one, and so does the 62nd, just no info on it. Again, template it in.
Scanning the 6 GMRD, what else is missing?
A division should have a MED BN, template it
in.

Begin DEMO:
OB Data BOOK
(1) Directions to Students: We

will now do a DEMO using SupR TEBH41.

APPENDIX A: Field Post Numbers

Review with students. Select random field
post numbers and have students write
down the correct response OR break them into
groups and have group competition.

APPENDIX B: Call Signs

Eg. Turn to p. B-1
Find Bol Noy Zub
Turn to p. 11
ANSWER: Unit is 130 GMRD
CMD by LTC Kharin
FPN UBQ631

APPENDIX C: Personalities

Eg. Turn to p. C-3
Find name Zhorlov (last one)
Turn to p. 17
ANSWER: Unit is 101 Chem Pro Plt, his rank
is CPT, his unit is 101 MRR.

APPENDIX D: Units (numerical)

Eg. Turn to p. D-2-3
Find a unit with a numerical ID of 17
ANSWER: 17 SSM Bde, Northern Front, equipped
with SS-23s

(3) AAR on the DEMO:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Slide 11 - Coordinates A Coordinates Register helps eliminate SITMAP

Slide 12 - Evaluation Slide Evaluation occurs in conjunction with recording. As soon as a message or report arrives and is logged in the journal, the S2 determines if the information is Pertinent to your operation and if it is needed immediately by someone. The question to ask is: Is it in my AI? From the viewpoint of the brigade or battalion S2, information which relates to the unit's Area of Interest is pertinent. Information relating to areas outside the AI may or may not be pertinent. AN EXAMPLE OF AN EXCEPTION: A unit you have been looking for, shows up somewhere else. An intercepted message warning of an imminent NBC strike should be sent immediately to the targeted unit. SECOND TO ASK: IS IT HOT? Information suggesting a lucrative target is more time-sensitive, especially if it is a mobile unit. Reports of these target locations should be sent to the FSO immediately, rather than waiting for more analysis. EXAMPLE OF HOT INFORMATION: Imminent attack of a subordinate unit or lucrative moving target.

The next evaluation criteria is Reliability of the source or agency. Your past experience with the collector or analysis section is a good indicator. Other things to consider are the training and experience level of the particular unit. The headquarters closest to the source or agency is ordinarily the best judge of the reliability of the report. The Army uses a 6-letter code to show the reliability of a source.

"A" -completely reliable

"B" -usually reliable

"C" -fairly reliable

"D" -not usually reliable

"E" -unreliable

"F" -reliability cannot be judged

Credibility is the final factor to be evaluated. Establishing credibility requires asking the question:

The Army uses another code, six numbers this time, to show the credibility or accuracy rating of a message.

1 -Confirmed by Other Sources

2 -Probably True

3 -Possibly True

4 -Doubtfully True

5 -Improbable

6 -Truth Cannot be Judged

The reliability and credibility ratings are combined into one figure (ie. A1, F6, etc.). This rating then tells all other persons who read the message how much credibility to give to the information. Each echelon will establish its own evaluation regardless of what rating other echelons gave it.

Slide 13 - Analysis Intelligence processing continues with ANALYSIS. Analysis is the transformation of information into intelligence (or processing) This is where the real creative thought occurs. Processing occurs when new information is combined with existing information and intelligence. Processing means comparing the new with the old to see if it forms a logical picture of the situation, what changes have occurred, and what gaps in the picture have been either filled in or remain unknown. New information may include indicators which either support or deny the analyst's hypothesis. Analysis is another term for Situation Development. Situation development is a continuation of the IPB process. It includes a determination of both enemy capabilities and his probable courses of action. The situation is developed through this complex mental process of Analysis.

-- Assessment
-- Integration
-- Deduction
ASSESSMENT is the sifting and sorting if
evaluated information to identify significant
information, ie. important to you (PIR
related).

INTEGRATION is the combination of important
information (that you identified above) with
other known information (what you already have) to form a logical picture or hypothesis (like the one on your SITEMP)

- The Situation Templates that you developed
during IPB are your graphic depiction of
enemy COAs.

- You should have a Situation template
already developed for each enemy COA.

- Your hypothesis is just your projection of
what the enemy COA will be.

- During integration, you are bouncing the
information you receive against your
projection to confirm or deny your guess.

DEDUCTION is the bottom line. What does all
this mean?

- In deduction, you determine if the
information you assessed and integrated into
a hypothesis is correct.

PRODUCTION/DISSEMINATION

- Produce necessary products (graphic
INTSUM, INTREP, etc.)

- Information/Intelligence is not for you!

- Send it to the consumer!
- Must have an SOP/understanding with your
higher HQ on what information they want
immediately and what can wait until your
next summary.

Stress the Analysis Let's talk about what you should do

Process to the students. when you receive information.

Slide 14 - Information

Processing Flow Chart 1. Is it pertinent? Is the activity occurring in your Area of Interest? If so, it is probably pertinent. If it's out of your AI, it may be pertinent if it indicates enemy activity that will influence our AI in the near future.

3. Now that you have prioritized your messages, you must process and analyze them. If you have perishable targeting data or information on enemy actions that friendly elements need, disseminate to the appropriate elements immediately. Now analyze each message.

Slide 15 - Analysis b. Next, compare the message to all other
known data. Does this message tell me
anything about what the enemy is doing? Is
this something different from what we thought he was doing? Is this a deviation from doctrine? Does this message
help me identify or confirm any boundaries? Does this message help me answer any
PIR/IR? Does it confirm my hypothesis? Is
the enemy doing what I told my CDR he would
do?

c. One way to approach analysis is

to look for patterns of activity. Any

particular enemy course of action will

generally result in certain characteristic patterns of activity.

These patterns are delineated in lists

of Indicators. Appendix C of FM 34-3 contain lists of indicators for enemy offense, defense, movement-to-contact, reinforcement, delaying action, withdrawal, and use of nuclear weapons. Some indicators are of more
importance, or weight, than others.

Do not make the following common

errors. Some analysts take the list of

indicators and look for those indicators on the SITMAP. The problem is that some indicators can be found

anywhere, if you really look. The

correct method is to go to the SITMAP

and write down all the indicators that

actually exist. Naturally this requires a knowledge of the

threat. Once you have your list of indicators, then go to the book and see what the enemy is doing.

Note: The instructor can discuss
some of the indicators of enemy
offensive action.
1. Concentration of enemy forces
in forward assembly areas.
2. Increased air, ground, SIGINT
reconnaissance.
3. Removal of or clearing lanes
through friendly obstacles.
4. Movement of march columns
forward in a first echelon
division.
5. Extensive artillery and
aviation preparation.
6. Concentration of fire on a
narrow front.
7. Movement support detachment
operating forward of enemy
assembly areas.
8. Division forward CP up to 3km
from enemy FLOT.
9. RAG located 1/2-4 kms from
FLOT, DAG located 4-6 kms
from enemy FLOT.
10 Increased logistic and service
activity.

d. The next thing you must do is to compare the information you received with the enemy's doctrine. To do this, you use a doctrinal template and situationally template his missing units. When new information is received, you can then compare it to your SITEMP and revise your estimate, if necessary.

e. The next step in the analysis process is to draw the enemy's boundaries. Boundaries are very significant to your CDR. Naturally, he would want to exploit the enemy's boundaries because that is historically his weakest point. However, boundaries will tell you a lot of other things. If you have boundaries and unit IDs, you can use your OB to determine what equipment the enemy has, plus his strength. Additionally, the frontages can be used as indicators of enemy action. You will also need boundaries before you can compute committed and reinforcing forces. Here are some tips for determining boundaries:

1) Normally, boundaries will be located along significant terrain features. The enemy soldier on the ground has to be able to identify his boundary so that he doesn't cross it or fire across it. So look for reasonable terrain features (rivers, roads, ridgelines, high ground, etc.) for boundaries.

2) Next, use unit identifications (if you have them) to help draw the enemy's boundaries. If you have unit IDs and an OB, you can determine approximately where boundaries are because the enemy will separate his forces, just like we do. (For example: Two enemy regiments are identified. Using our OB, we determine that they are in different divisions. From this we can assume that we have found a division boundary).

3) Using our OB and threat knowledge, equipment will help us identify boundaries. (For example: An SA-6 and an SA-8 are identified. We know that they don't mix them in their divisions, so we probably have found a division boundary.) A knowledge of threat, plus proper use of OB files will greatly assist in drawing boundaries.

4) Knowledge of enemy Doctrine will also aid the analyst in determining boundaries. Using the Situational Template to locate RAGS/DAGS and to measure frontages will help determine Where the boundary should be, based on the type of operation the enemy is conducting.

Answer: RAGS .5 -4 KMS
DAGS 4 -6 KMS

5) Information on boundaries may also be received from other sources. Intercepted communications and interrogation of prisoners may give you information on boundaries between certain units.

NOTE: This may be a take home
PE, if there is not sufficient
time for in class completion.
Practical Exercise:
PE #3 - TTDJPE1
Give students Schweinfurt
maps (1 per 2 students), OB and
TTDJPE1. (1) Directions to Students: Now we'll conduct a PE. In groups of two,

using the Schweinfurt map provided, plot all the messages from the PE on the map (PE TTDJPE1). Use red vis-a-vis and all proper symbols. You have 4 hours to complete this PE. Be prepared to brief your solution.

(2) Conduct of PE: Use the Order

of Battle book provided, plus your

threat notes to properly plot all

messages. Insure you do the appropriate analysis of each message so that you plot units and not just activities. Show all units possible to CAA level. In addition to the messages, ensure you plot any appropriate messages from requirements 1 thru 4.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Begin PE (60-90 min) PracticalExercise:

Note: This PE may be done we'll conduct a PE. Individually, paper PE TTDJPE2.

at home if time requires. Plot the messages from the PE, and then determine the

regimental, divisional, and (if appropriate) CAA boundaries.

Also, depict the RAGS and DAGS.

(2) Conduct of PE: Use the Order

of Battle, SupR TEBH41 book provided, plus Threat notes and doctrinal templates to depict all regimental and higher boundaries, plus RAGS and DAGS. Be prepared to brief your solution. You will have 60 minutes to complete this PE.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Now we will discuss committed, reinforcing and supporting forces.

Slide 16 - Committed Forces COMMITTED FORCES: Committed forces are those enemy ground maneuver units currently in contact, and those ground units with which imminent contact is expected. Designation of committed forces is based upon the enemy's doctrine, disposition, location, and controlling headquarters. Committed forces may be either located, unlocated, identified, or unidentified units.

REINFORCEMENTS: Reinforcements are those maneuver units whose area of possible employment depends on the friendly course of action and enemy capabilities. Reinforcements are enemy units not committed in or out of the friendly sector, but can react to the friendly course of action in time to affect the mission. Imminent contact is not expected. Reinforcing forces may be located, unlocated, identified, or unidentified units.

SUPPORTING: Supporting artillery are those enemy tubes with sufficient range to place rounds within any friendly sector.

Now we will discuss how to compute committed and reinforcing forces. We will count as committed, all maneuver forces of the size force two below your own (ie. Bde counts companies).

With the US force in the defense, if you are a

BN S2, you will count Motorized Rifle and Tank Platoons of 1st Ech Companies as committed.

BDE S2, you will count MR and Tank Companies of 1st Ech Battalions as committed.

Division G2, you will count MR and

Tank Battalions of 1st Ech Regiments as committed.

Answer: Committed forces are
those enemy ground maneuver
units currently in contact,
and those ground units with
which imminent contact is
expected.

HOW TO COMPUTE COMMITTED FORCES

Use SH 46200 1. Determine the size enemy force you

so that the will consider committed (i.e. from

students do not have to above, BDE S2's count enemy 1st echelon

copy all of this. battalions as committed).

Show the students how to 2. Draw your area of concern box so

draw the Area of Concern that it is extends from your AO

Box on the board. to the depth of the enemy you are counting as committed. (i.e. BDEs draw the box to the depth of 1st echelon battalions.)

3. Determine enemy, battalion, regimental and divisional boundaries.

4. Situationally Template, using a worst case, unlocated enemy units.

5. Count as committed any unit that is within the box or which touches the box.

6. Compute motorized rifle and tank units.

determining committed forces.

• When an enemy unit of the size used in accounting for committed forces is in contact with two adjacent friendly units, it is considered to be committed by both friendly units.
• If at least one company of a unit is located, consider the entire battalion as committed.
• If half or more of a 1st echelon battalion is located, and no portion of that unit is within an adjacent friendly units sector, consider the entire battalion as committed (BDE and DIV only).
• For all unlocated forces, place them within their boundaries by doctrine (Situation Template), using a worst case scenario.

HOW TO DETERMINE REINFORCEMENTS

1. Any force that is committed, either
against your unit or against another friendly
unit, will not be considered reinforcing.

2. Take the order of battle listings for all units one echelon higher than the unit for which you are determining

committed forces (i.e. for a BDE S2 you counted 1st echelon battalions as committed, so you will use the order of battle for the regiment). Any maneuver forces from that unit not committed will be reinforcing. If any portion of a unit is committed against your force then consider all elements of that unit not committed as reinforcements.

3. Next, consider any elements that could potentially reinforce (i.e. consider division 2nd echelon elements.)

4. Reinforcements will be expressed as the specific unit and identification, if you know it, or as the type and size unit for unidentified units.

Begin PE (60 min) PracticalExercise:

PE #5 - TTDJPE3 (1) Directions to Students: Now

Note: This PE may be done we'll conduct a PE. Individually at home if time requires.using PE TTDJPE3, and your Rules of Thumb for determining committed forces, complete PE TTDJPE3.

(2) Conduct of PE: Use the Order

of Battle book provided, plus your

threat notes and all PEs completed

so far. You will have 60 minutes to complete this PE and be prepared to brief.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Slide 17 - PIR/IR One of the most important products of Processing is answers to your PIR/IR. PIR/IR are answered by studying the indicators and determining what they mean. Once again, look for the indicators that actually exist and match them up to the indicators for your PIR/IR. (Do not list the indicators that support your PIR/IR and then try to make the SITMAP answer them.) You will not always have the answers to your PIR/IR, so make sure your collection assets continue to operate to answer them. If you have the answers, establish new PIR/IR so that your limited collection assets are not wasted. You either know the answer to your PIR/IR or you do not. Maybe is not an answer. If you say maybe, your PIR/IR has not been answered. Only through Processing will you get the answers to your PIR/IR in time for your CDR to respond.

Another product of Processing is Identification of Targets. Targets may be destroyed or suppressed by artillery, maneuver, engineers, air defense, etc. or they may be disrupted through jamming. Targets to be destroyed or suppressed require accurate locations to be effective. When nominating targets, location of friendly systems must be considered to ensure the target is within range. EA targets require less precision.

Note: Talk the students Of course, unit ID's and frequencies

through how we use jamming would be ideal, but when establishing

and how we task/request it, requirements for jamming, as a minimum,

if necessary. identify the type unit and location so that

the intercept systems can focus their collection. Remember to always follow your commander's guidance. You must be the expert on capabilities to ensure your commander gives realistic and sensible guidance.

Begin PE (15 min) PracticalExercise:

PE #6 - TTDJPE1 (1) Directions to Students: Now

Note: This PE may be done we'll conduct a PE. Using TTDJPE1

at home if time requires. plus the commanders guidance provided, nominate 3 targets for artillery and three targets for jamming.

(2) Conduct of PE: Using the commanders

guidance, nominate to your commander

3 targets for jamming and 3 targets

for artillery. You will have 15 minutes to complete this requirement. Be prepared to brief your solution.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Begin PE (60-90 min) PracticalExercise:

PE #7 - TTDJPE4 (1) Directions to Students: Now

Note: This PE should be we'll conduct a PE. You will now

done at home but may be do PE TTDJPE4 as homework. This PE

done in class if time will require that you use all the techniques

permits. you have used so far in Processing. You need to pay particular attention to the indicators present.

Note: Have the students do (2) Conduct of PE: You will

the PE at home, then have complete this PE at home and be

them brief their solutions prepared to brief your solution at

at the beginning of the the beginning of class tomorrow.

next class. Do this PE right because it will

help you on the exam.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

Begin PE (12 hrs) Practical Exercise:

Note: Issue the students (1) Directions to Students: Now

SH TNDJBB. Have them split we'll conduct the Processing Exercise

into their cells and ensure for the defensive scenario that you

they have Ft. Hood Graphics have already developed. You will be

and maps. working in groups for the next 12 hours.
We will operate out of the cells that are

already set up. You should have your defensive graphics, OPORD, R & S Plan, DST, and other supplies including 1 large clean overlay, the OB files, GTA 30-1-24, and a looseleaf binder with a general scenario and message formats.

(2) Conduct of PE: Using your graphics and
DST, you will receive and process messages
and be required to brief using the Intel
Estimate format. You will be required to
give at least 3 formal briefings to different
instructors. Focus on predicting what the enemy will do (COAs) rather than on what the enemy already has done.

(3) AAR on the PE:

(a) Review overall performance of the class.

(b) Clarify any errors or misunderstandings.

(c) Ask for student comments on the PE.

a. Review of main points: You have now had the opportunity to do Processing in a defensive scenario. We discussed how Processing fits into the Intelligence Cycle, evaluation, recording, and analysis of combat information and intelligence, and we determined committed and reinforcing forces, enemy intentions, boundaries, PIR/IR, targets, and indicators. Ensure you have allocated four hours of classroom time for students to complete the Defense Examination Advance Instructions (MIOBC 46400, Version B, dtd Dec 94). They must complete this processing exercise before they take the Defense Examination.

Slide 18 - Questions b. Questions or comments:

c. Tie-in: During the offense portion of the course, you will get another opportunity to use the tools you learned in Processing. During the upcoming BASIX exercise as well as in future assignments, you will be required to combine your knowledge of IPB and Processing in an effective manner to be a successful Military Intelligence Officer. Processing is an extension of IPB and is therefore part of the bread and butter of the MI officer.