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The Course of Action Challenge Problem (COA CP)

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... fields of fire, Cover and concealment, Obstacles, Key terrain, and Avenues of approach. ... the unit's maneuverability but provide excellent concealment. ... – PowerPoint PPT presentation

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Title: The Course of Action Challenge Problem (COA CP)


1
The Course of Action Challenge Problem (COA CP)
2
Basic Stuff
  • COA CP replaces the BS CP
  • SMEs author COAs and the knowledge used to
    critique them
  • SHAKEN must acquire this knowledge from SMEs and
    automatically generate critiques of COAs

3
Whats a COA?
  • A COA describes a mission
  • An objective
  • Units and equipment to be used
  • Actions to perform
  • Time constraints
  • Terrain characteristics

4
The Author of a COA is Given a Problem Description
  • Sketched terrain map, indicating
  • roadways, rivers, lakes, hills, forests
  • placements of blue units (good guys) and red
    units (bad guys)
  • Scenario narrative, including non-graphical
    information, such as
  • recent history, current dynamics, status of
    military units
  • Mission specification, including objectives and
    constraints
  • (e.g. Capture the hill by sunset, using at
    most 10 of resources)

5
From this Problem Description, the SME authors
one or more COAs
  • Estimate of the situation, following
    METT-T/OCOKA, e.g. terrain analysis, such as
    lines of communication and avenues of approach
  • COA sketch an overlay on the problem
    statements terrain sketch
  • Commanders intent a high level description of
    the goal and rationale.
  • Description of Main Attack, Supporting Attack,
    Fire Support, and Reserve for each, a
    description of units, actions, and purpose
  • COA (initial) critique, along these dimensions
    mission accomplishment, speed, simplicity, use of
    terrain, fire support, risk, and readiness for
    follow-up operations

6
OCAKA
  • OCAKA Principles for analyzing the terrain for
    Observation and fields of fire, Cover and
    concealment, Obstacles, Key terrain, and Avenues
    of approach.
  • For example Obstacles are any obstructions that
    stop, delay, or divert movement. Obstacles can be
    natural (rivers, swamps, cliffs, or mountains) or
    they may be artificial (barbed wire
    entanglements, pits, concrete or metal
    anti-mechanized traps). They can be ready-made or
    constructed in the field. Always consider any
    possible obstacles along your movement route and,
    if possible, try to keep obstacles between the
    enemy and yourself.

7
METT-T
  • Other dimensions for analysis, such as
  • Troops. The size and type of the unit to be
    moved and its capabilities, physical condition,
    status of training, and types of equipment
    assigned all affect the selection of routes,
    positions, fire plans, and the various decisions
    to be made during movement. On ideal terrain such
    as relatively level ground with little or no
    woods, a platoon can defend a front of up to 400
    meters. Heavily wooded areas or very hilly
    areas may reduce the front a platoon can defend.
    The size of the unit must also be taken into
    consideration when planning a movement to
    contact. During movement, the unit must retain
    its ability to maneuver. A small draw or stream
    may reduce the unit's maneuverability but provide
    excellent concealment. All of these factors must
    be considered.

8
COA CP Process Overview
  •  
  • SMEi authors COA in Shaken.
  • Shaken produces critique Ci.
  • SMEj criticizes Ci and specifies knowledge Ki
    necessary to improve critique Ci.
  • SMEj enters knowledge Ki into Shaken.
  • Go to Step 2.
  •  
  • Notes
  • -        SMEi produces a COA SMEj critiques that
    COA. SMEs do not critique their own COAs.
  • -        The critique Ci is produced by Shaken.
  • -        This process is repeated for several
    iterations and we score the rate of acquisition
    of knowledge K i. It should decrease
    indicating that the critiquing knowledge is
    approaching a complete set.
  • -        Halfway through the summer evaluation,
    we should get new SMEs to guard against
  • overfitting of KR to COAs. We could
    also pursue cross validating results and
    randomizing.

9
  • Notes
  • SMEi authors COA Ci
  • SMEj adds/refines critiquing knowledge, Ki
  • SMEj does not refine the COA, Ci thats
    considered fixed
  • SMEi might author a set of COA, and part of
    critique Ci is
  • to compare, contrast, and score them

10
Schedule
11
An Example COA, from General Otstott
http//www.cs.utexas.edu/users/porter/Private/COA-
CP-Example.doc
12
A Preliminary Storyboard from Jihie
http//www.cs.utexas.edu/users/porter/Private/stor
yboard-from-jihie.ppt
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