Free Reply to Response to Motion - District Court of Federal Claims - federal

Case 1:00-cv-00644-NBF
Department the Army of Headquarters, United States Army Training and Doctrine Command Fort Monroe,Virginia 23651-1047 12 August 2002

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TRADOC Regulation 350-10

Training

INSTITUTIONAL LEADERTRAINING ANDEDUCATION
Summary.This regulation prescribes institutional training and education policies for officer (to include precommission), warrant officer (to include preappointment), and noncommissioned officer (NCO) leader development, and defines tile U.S. ArmyTraining and Doctrine Command's(TRADOC's)role in Army civilian leader development. Applicability. This regulation applies to TRADOC service schools and Active Army, U.S. ArmyReserve (USAR), and ArmyNational Guard of tim United States (ARNGUS) agencies responsible for officer (to include precommiesion), warrant officer (to include preappointment), NCO,and civilian leader training and education. Unless other~vise stated, the policies contained herein apply to membersof sister and foreign services attending Armyschools. Supplementation. Supplementation of this regulation is not authorized without prior approval from Commander, TRADOC, Fenwick Road, ATTN: 5 IL, Fort Monroe, VA23551-1049. Management control process. This regulation is not subject to the requirements ofAR11-2. It does not contain checklists. Suggested improvements. The proponent of this regulation is the Deputy Chief of Staff for Operations and Training (DCSOPS&T).Send comments and suggested improvements on DA Form 2028 (Recommended Changes to Publications and Blank Forms) through command channels to Commander, TRADOC, Fenwick Road, 5 ATTN:ATTG-IL, Fort Monroe, VA23651-I049, or e-mail [email protected] Suggested improvements may also be submitted using DAForm 1045 (Army Ideas for Excellence Program (AIEP) Proposal). Availability. This publication is available on the TRADOC Homepage at http:/Awwvtradoc.monroe.army.mil. Summary of Changes This TRADOC regulation-Aligns TRADOC institutional training policies with the Department of Arm), (DA) policies contained AR 350-I. Establishes roles and responsibilities of the Deputy Commanding General Initial Entry Training (DCGIET)/Commanding General Army Accessions Command (AAC). Corrects previously incorrect guidance concerning The ModemArmy Recordkeeping System (MARKS)file number to be used to maintain academic records per AR25-400-2. Defines Senior Small Group Leader (SSGL) duties and ratio to Small Group Leader (SGL) requirements. Changes the delegation of authority to course proponent commandants/CGsor their designated representative in the rank of colonel or higher waiver authority for small group leader-to-student ratios and clarifies the minimum instructor grade levels requirements/authorizations for the conduct of leader
COIJFSeS.

Establishes linkage bet~veen TRADOC-approved commoncore and CommonTask Test (CTT) administered by units. Clarifies attendance and conduct criteria of new stand-alone TASS ANCOC and BNCOC Phase I, NCOES Common Cores. Delineates responsibilities and time line standards for administering ti~e ArmyPhysical Fitness Test (APF~ as a professional development course graduation requirement, References AR350-1, Individual Military Education and Training (which the current AR350-I will be renamed when revised). *This regulation 10, I May 1997. supersedes TRADOC Regulation 351-

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TRADOC Regulation 350-10

Contents
Paragraph Page Chapter l Introduction Purpose ................................................................ References ........................................................... Explanation abbreviations terms........... of and Responsibilities .................................................. Leaderdevelopment leadership ................. and Institutional leader training and education .................................................. levels Warrant Officer Basic Course (WOBC) ............. 4-3 4-4 Warrant Officer AdvancedCourse (WOAC) ...... 4-5 Warrant Officer Staff Course (WOSC) .............. Warrant Officer Senior Staff Course (WOSSC) Chapter 5 The Noncommissioned Officer Education System (NCOES) Section I General 5-1 Background ......................................................... Selection, administration, and assignment~ NCOES for .................................... 5-2 Primary Leadership Development 5-3 Course (PLDC) ................................................... Basic Noncommissioned OfficerCourse (BNCOC) .................................... 5-4 Advanced N~ncammissiened 5-5 OfficerCourse (ANCOC) .................................... 5-6 SergeantsMajor Course(SMC) ......................... Battle Staff Noncommissioned OfficerCourse (BSNCOCI .................................. 5-7 First Sergeants Course (FSC) ............................ 5-8 CommandSergeants Major Course (CSMC).... 5-9 Section II Noncommissioned Officer Academies (NCOA) Overview .............................................................. NCOA staffing andorganization....................... 4O 41 41

I-I I-2 1-3 1-4 1-5 1-6

5 5 5 5 14 14

Chapter 2 Leader Training and Education Guidelines General ................................................................ 2-1 Institutional training ......................................... 2-2 Selection .............................................................. 2-3 2-4 Student orientation ............................................ Billeting .............................................................. 2-5 Physical f~tness, weight control, and profiles .... 2-6 2-7 Conduct training of ............................................. Conduct of training ............................................. 2-7 Student records ................................................... 2-8 Academic andretest................................... test 2-9 2-10 Student recognition ............................................ Student dismissal .............................................. 2-11 2-12 Student recycle .................................................... Small group instruction(SGI)............................ 2-13 Small group leader, senior small group leader and instructor standards ........................................... 2-14 Accreditation ....................................................... 2-15 Course credit (constructive and equivalent) ...... g- 16 Riskmanagement ..................................... (RM) 2-i7 Safety forceprotection and ................................. 2-I 8 Environmental protection and stewardship ...... 2-19 Leadership assessment and development ........ 2-20 Common....................................................... core 2-21 Common Test for NCO Task leaders ................ 2-22 2-23 Mobilization training strategy .......................... Chapter 3 The Officer Education System (OES) Goals objectives and ........................................... 3-1 Precommission training..................................... 3-2 OfficerBasic Course (OBC) ................................ 3-3 CaptainsCareerCourse(CCC) ......................... 3-4 Commandand General Staff Officer Course (CGSOC) ..................................... 3-5 Advanced Military Studies Program (AMSP).. 3-6 Army College War (AWC) .................................. 3-7 Advanced Operational Arts StudiesFellowship (AOASF) ............................. 3-8 Pre-Command Courses (PCC) ........................... 3-9 Chapter 4 The Warrant Officer Education System (WOES) Overview ............................................... i .............. 4-1 Warrant ~fficer preappaintmenttraining ......... 4-2

42 42 42 43 44 46 46 47 47

]5 16 17 17 18 19 19 21 22 23 ZB 23 23 24 2{3 26 28 29 30 30 30 31 31

5-I0 5-11

48 48

31 32 32 33 35 36 36 37 37

Chapter 6 Civilian Leader Development Army Civilian Training Education and Development System (ACTEDS) .............. 6-1 Intern Leadership Development Course (ILDC) {3-2 Action Officer Development Course (AODC) (Correspondence) ................................................ 6-3 Supervisor Development 6-4 Course (SDC) (Correspondence) ......................... Leadership Education and Development (LEAD) Course............................. 6-5 Manager Development 6-6 Course(MDC) (Correspondence) ....................... Organizational Leadership Executives for (OLE) ...................... 6-7 Personnel Management for ExecutivesandII (PME ............................. I I/II) 6-8 Sustaining Base Leadership and Management (SBLM) Program.................. 6-9 Appendixes A.References ............................................... B. TP~DOC,NCOA Organizational Structure Glossary .....................................................

49 50 50 50 51 51 5i 52 52

52 57 58

40 40

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TRADOC Regulation 350-10

Chapter 1 Introduction 1-1. Purpose. This regulation provides policyguidance for conducting institutional commissioned officer (to include precommission), warrant officer (to include preappointment), noncommissioned officer (NCO), civilian leader training and education. These policies are applicable to The ArmySchool System (TASS)~ 1-g. References. Appendix A lists publications. required and related

completion of initial training,

military occupational skills (MOS)

(8) Serves as the precommissioning common core executive agent, d. Deputy Commanding General, Center (CAC). The DCG, CAC-Combined Arms

(1) Coordinates and integrates training and leader development from completion of initial MOS training through completion of service at all training locations. (2) Provides oversight for doctrine, training, and leader development. e. Deputy CommandingGeneral. Support (CSS). The DCG, CSS-Combat Service

1-3. Explanation of abbreviations and terms. The glossary defines abbreviations and special terms used in this regulation. 1-4. Responsibilities. a. Commanding General (CG), TRADOC. The CG, TRADOC, executes responsibilities prescribed in ARs 350-1, 140-1, and 10-87. b. Deputy Commanding General (DCG). TRADOC. The DCG. TRADOC. develops and integrates concepts, requirements, and experiments for future doctrine and training development. c. CommandingGeneral U.S. Army Accessions Command(AAC)/Deputy CommandingGeneral Initial EntryTraining (DCG-IET). The CG AAC/DCG-IET~ (1) Provides command, control, and coordination the Army'sofficer, warrant officer and enlisted accession process from initial contact through completion of initial military training. (2) Exercises Headquarters, Department of the Army (HQDA) directed executive authority over Military Entrance Processing Command. (3) Provides command and control of all Army recruiting (officer, warrant officer and enlisted), and all ArmyReserve Officers Training Corps (ROTC)programs. both junior and senior. (4) Provides command, control, and accreditation Basic Combat Training (BCT), Officer Basic Course (OBC), Officer Candidate School (OCS), and Warrant OfFicer Candidate School (WOCS). (5) Provides oversight authority and accreditation for enlisted AdvanceIndividual Training (AIT). (6) Provides mission coordination for all U.S. Army Reserve (USAR} Institutional Training Divisions (DIV(IT)). all active Reception Battalions (REC Recruiting and Retention School (RRS), and Drill Sergeant Schools (DSS). (7) Coordinate and integrate recruitment through

(1) Provides oversight for CSSdoctrine development and the conduct and development of CSStraining and leader development in all TRADOC schools and CSS centers~ (2) Provides oversight for CSStechnical training and CSS leader development instruction at all TRADOC schools and centers. (3) Coordinates and integrates ArmyMedical Command judge advocate doctrine and training and efforts. (4) Provides functional oversigfit for CSStraining simulations. f. Deputy Chief of Staff for Operations and Training (DCSOPS&T). The DCSOPS&T manages commissioned officer (to include precommission),warrant officer (to include preappointment), and NCO leader training and education. The DCSOPS&T-(1) Develops and publishes policy guidance for analyzing, designing, developing, standardizing. implementing, and evaluating leader training and education to meet the Army's current and future needs. (2) Assesses effectiveness and efficiency of leader training and education and provides recommendations to HQDA. (3) Provides funding and manpowerresources conduct leader training. {4) Serves as individual task manager per TRADOC Reg 350-70 and manages Common Core to include: (a) Adding, deleting, or modifying training requirements. (b) Publishing tasks andsubject lists. (c) Approvingrequests to add, delete, and revise

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TRADOC Regulafion 350-I0

existing tasks/subjects. (5) Designates/appoints task proponents and issues training product development guidance. (6) Ensures common core isvertically aligned within each education system and horizontally aligned between the education systems based on job and/or organizational level duties, roles and responsibilities. (7) In coordination with executive agents, evaluates the education and training presented within their education and training systems per TRADOC 350Reg 70. g. Commandant, U.S. Army Commandand General Staff College (GGSG). The Commandant, CGSC-(1) Serves as executive agent for Officer Education System (OES) common core, excluding the precommissioning tasks, to ensure officer training and education is vertically aligned (progressive and sequential) and meets the needs of current and future officers. Monitors compliance with commen core training guidance and coordinates requirements and standards with precommiesioning sources and branch schools. (a) Budgets for perpetual maintenance of common core responsibilities. (b) Triennially, conducts task selection board update and revalidate the OEScommoncore. Membershipwill include representatives from appropriate major Army commands (MACOMs): National Guard Bureau (NGB); U.S. Army Reserve Command (USARC); branch schools; other commoncore executive agents: all precommission sources; and interested agencies and activities. Recommends tasks to be added, deleted, or modified to Commander.TRADOC, ATTN: ATTG-IL. (c) Reviews and approves content of OEScommon core training products developed by task proponents. Comments all precommiesion sources will be of considered during the content approval process of precommission training products. (d) Develops and submits to ArmyTraining Support Center (ATSC), commoncore implementation guidance to accompany each OEStask. (e) Conducts and forwards to Commander, TRADOC, ATTN:ATFG-IL, for final decision, training needs analysis of subjects, topics, and/or tasks recommended for inclusion to the common core. Analysis that validates a new training requirement will recommend task proponent, course(s) in which subject should be taught, and method(s) of training. Training needs analysis will be conducted in coordination with other common core executive agents and task/training proponents, as required.

(2)Participates in the annual Four-Gold Conference conducted by the precommission sources to review, assess, and make recommendations for tile planning, standardization, and implementation of precommission training tasks. (d) Directing training needs and job analysis by Common Core executive agents. (3) Serves as course proponent for and develops Staff Process Phase of tim Captains Career Course (CCC), Command and General Staff Officer Course (CGSOC), Pre-CommandCourse (PCC) (Fort Leavenworfll Phase), Advanced Military Studies Program (AMSP), and Advanced Operational Arts Studies Fellowship (AOASF) courses and corresponding programs of instruction (POI}. (4) Analyzes, designs, develops, conducts, and evaluates education and training per AR 350-1, TRADOC Reg 350-70, and this regulation. (5) Analyzes, designs, develops, and conducts leadership training for Army civilians. h. Commander. U.S. Army Combined Arms Support Command (CASCOM). The Commander. CASCOM-(1) Analyzes. designs, develops, conducts, and evaluates CSSofficer, warrant officer, and NCO training per AR350-1, TRADOC 350-70, and this regulation. Reg (2) Develops and publishes CSS branch OES. Warrant Officer Education System (WOES),and career management field (CMF)/MOS-specific Noncommissioned Officer Education System (NCOES) training products, soldier training publications (STP), and individual training plans (ITP) per TRADOC Reg 350-70, as required. (3) Produces training strategies to optimize training productivity and effectiveness. (4) Develops training that incorporates modernization efforts. (5) Vertically and horizontally aligns CSSbranch tasks in officer, warrant officer, and NCO courses. (6) Assesses the training evaluation process associated schools, ensures branch-specific training is not training is not redundant at each level of training. L Commander, U.S. Army Maneuver Support Center (MANSCEN). The Commander, MANSCEN-(1) Analyzes, designs, develops, conducts, and evaluates maneuversupport officer, warrant officer, and NCOtraining per AR 350-1. TRADOC 350-70, and Reg this regulation, (2) Develops and publishe~ ~.--- vet support

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branch OES. WOES,and CMF/MOS-specific NCOES training products, STPs, and ITPs per TRADOC 350Reg 70, as required. (3) Produces training strategies to optimize training productivity and effectiveness. (4) Develops training that incorporates modernization efforts. (5) Vertically and horizontally aligns maneuver support branch tasks in officer, warrant officer, and NCO

k. Commandant, U.S. ArmyWarrant Officer Career Center (WOCC). The Commandant, WOCC-(I) Serves as executive agent for WOES common tasks, to include preappointment tasks, to ensure warrant officer training and education is vertically aligned (progressive and sequential) and meets the needs of current and future warrant officers. Monitors compliance with common core training guidance and validates its training by branch schools. (a) Budgets for perpetual maintenance of common core responsibilities. (b) Triennially, conducts task selection board update and revalidate the WOES commontasks. Membershipwill include representatives from appropriate MACOM, NGB, USARC.branch schools, other common core executive agents, and interested agencies and activities. Recommends tasks to be added, deleted, or modified to Commander, TRADOC. ATTN: ATTG-IL. (c) Reviews and approves content of WOES common task training products developed by task proponents. (d) Develops and submits to ATSC, common task implementation guidance to accompany each WOES task. (e) In coordination with task proponents, monitors currentness of training and conducts common core training effectiveness analysis per TRADOC 350-70. Reg (l) Conducts and forwards to Commander, TRADOC, ATTN:ATTG-IL,for final decision, training needs analysis of subjects, topics, and/or tasks recommended for inclusion to the common core. Analysis that validates a newtraining requirement will recommend task proponent, course(s) in which subject should be taught, and method(s) of training. Training needs analysis will be conducted in coordination with MACOM, other commoncore executive agents, and task/ training proponents, as required. (2) Serves as course proponent for and develops WAGS, Warrant Officer Staff Course (WOSC), and Warrant Officer Senior Staff Course (WOSSC) PaL (3) Analyzes, designs, develops, conducts, and evaluates training per AR 350-I, TRADOC 350-70, Reg and this regulation. (4) Administers the Prerequisite Studies Phase for Warrant Officer Advanced Course (WOAC). 1. Commandant, U.S. Army Sergeants Major Academy (USASMA). The Commandant, USASMA~ (1) Serves as executive agent for NCOES common tasks to ensure NCO training and education is vertically aligned (progressive and sequential) and meets the

(6) Assesses the training evaluation process associated schools, ensures branch-specific training is not redundant with commoncore, and ensures common core training is not redundant at each level of training. j. CommandingGeneral, CG. Cadet Command-U.S. Army Cadet Command.

(I) Coordinates, integrates with other precommission sources, and assesses precommission common core training effectiveness and efficiency, and recommends improvements and changes that support common tasks required as part of precommission training. (2) Along with other precommission sources, participates in precommission common core task review, selection, and training development process. (3) Assesses the degree of training standardization by ROTC,U.S. Military Academy (USMA), Federal OCS. State OCS and WAGS. (4) Coordinates and implements the Precommission Training Visitation Program with USMA, Federal OCS, and ArmyNational Guard of the United States (ARNGUS) OCS. (5) Participates in an annual Four-Gold Conference with other precommission sources to review, assess, and make recommendations for the planning, standardization, and implementation of precommission training. (6) Coordinates with HQTRADOC quotas and for support for airborne, air assault, ranger, and master fitness training courses and the Cadet Foreign Exchange Program, (7) Participates in precommission Doctrinal Review and Advisory Group meetings, as required. (8) Reviews, coordinates, analyzes, and provides impact statements regarding the Training Literature Program issues affecting precommission training. (9) Participates in the annual Tri-Service Reserve Officer Training Corps (ROTC)Conference.

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current and future needs of NCOs.Monitors compliance with common core training guidance by branch schools and NCOacademies. (a) Budgets for the maintenance of common core responsibilities. (b) Triennially. conducts task selection boards, based on current survey input from the field, to determine critical common tasks to be trained at all organization levels or in NCOES NCO and functional courses. Task selection board membership will include representatives from appropriate MACOM, NGB, USARC. other common task executive agents, and applicable TRADOC management agencies and activities. Recommends tasks to be added, deleted, or modified to the Sergeants Major of the Army Board of Directors, for concurrence, prior to submitting to Commander, TRADOC, ATTN: ATI'G-IL. (c) Develops, validates, approves, and distributes all NCOES commonand NCOFunctional course courseware products based on task proponent-developed doctrinal task analysis for each task approved to be included in professional development]functional POI. (d) Develops and distributes NCOES course management plans and implementing instructions with all approved POI/courseware revisions as applicable. Develops and submits to ATSC, commoncore implementation guidance to accompany each NCOES task. (e) In coordination with task proponents, monitors currentness of training doctrine and conducts common core training effectiveness analysis per TRADOC Reg 350-70. (f) Develops vertically aligned NCOES course designs and conducts coordination workshops with other executive agents, to ensure horizontal alignment of tasks to be trained with corresponding course levels/target audiences in other education systems. (g) Develops and submits to ATSC validated distance learning common core courseware materials for conversion into approved so ftnvare delivery (Interactive Multimedia Instruction (IMI)) products. (h) In coordination with MACOM. other executive agents, and schools, as required, conducts and forwards to Commander, TRADOC, ATI'N: ATTG-IL for final decision, training needs analysis of subjects, topics, and/ or tasks recommended for inclusion to the common core. Conducts analysis and reviews with recommendedtask proponent to validate new training requirement, course(s) in which subject should be taught, and method(s) training. (2) Serves as proponent for. and develops and updates, at least triennially, the ArmyEnlisted Common Soldier Task Lists: Command Sergeants Major Course (CSMC), Sergeants Major Course (SMC), First Sergeant

Course (FSC). Battle Staff NoncommissionedOfficer Course (BSNCOC).Advanced Noncommissioned Officer Course (ANCOC),Basic Noncommissioned Officer Course (BNCOC) stand-alone commoncores, and Primary Leadership Development Course (PLDC) POI. ~) Analyzes. designs, develops, conducts, assesses training, and accredits NCO academies(NCOAs) per 350-I, TRADOC Regs 350-18 and 350-70, and this regulation. m. Commandant, Army Management StaffCofiege (AMSC). The Commandant, AMSC,serves as the-(i) Proponent for, and analyzes, designs, develops, conducts, and evaluates, the ArmySustaining Base Leadership and Management resident and non-resident programs, and the Personnel Managementfor Executives I and II (PMEI/II) courses (per AR350-1, TRADOC Regs 350-18 and 350-70, and this regulation). (2) Proponent for and develops the Garrison ProCommand and the General Officer Installation Command programs. Commandants, service schools. tasldMOS/course proponents-Commandants and

(I) Analyze. design, develop, conduct, and evaluate officer, warrant officer, and NCO training per AR350-1, TRADOC Regs 350-18 and 350-70, and this regulation. As an exception, executive agents will validate their common core training for leadership courses prior to courseware distribution to schools for implementation. (2) Develop and publish branch OES, WOES, and NCOES training products, STP, and ITP per TRADOC Reg 350-70. (Printing of branch manuals is commandantprerogative with resourcing provided by schools). (3) Plan training for modernization efforts, (4) Participate in triennial boards. common task selection

(5) Train to standard approved common core tasks as specified in the appropriate course managementplan and/or implementation guidance. (6) Perform task development functions when designated/appointed task proponent for a common core task. (7) Vertically and horizontally align branch tasks officer, warrant officer, and NCO courses. (8) Ensure branch-specific training is not redundant with common core or other functional courses. (9) Ensure assigned civilians obtain required leader development training and education.

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(10) Select and nominate civilians for competitive leader development programs and, as appropriate, conduct civilian leader training and education within assigned proponency. (I 1) Budget for the maintenance of common core responsibilities, to include-(a) Assisting common task executive agents conduct training effectiveness analysis. (b) Participating in triennial selection boards as needed. (c) Updating training products. (i2) Develop officer (to include precommission) warrant officer (to include preappointment) training products to support common core tasks for which assigned task proponency. (a} Develop a Phase II end-of-course culminating performance exercise for each ANCOC BNCOC and NCOES course. The culminating event is meant to simulate the NCO'sperformance in an appropriate combat environment for each MOS.These exercises wilI be designed and conducted to require soldiers to demonstrate their knowledge and ability to perform the leadership, common core and technical tasks expected of graduates. These exercises shall be a minimum 72 of hours in length, conducted under continuous operations (CONOPS) conditions and may be in the form era command post exercise (CPX), situational training exercise {STX),or field training exercise {FTX} scenariodriven or situational based academically tested/graded event. (Also see pare 2-7f of this regulation). (b) Conduct task analysis and develop lesson outlines and training support products ~fSP) in coordination with warrant officer and officer common task executive agent(s). Provide USASMA completed task analysis for each task selected for inclusion in NCOES common core. Training products for precommtssion tasks will be developed in coordination with Cadet Command. (13) Provide task analysis 350-70. data per TRADOC Reg common task

(a) Assists task proponents and executive agents in development of multimedia training products per TRADOC Reg 350-7g. (b) Receives and coordinates training products from task proponents, resolves issues, obtains OESand WOES executive agent training content approval, and verifies format consistency with TRADOC 350-70. Reg Conducts coordination meetings with OES, WOES and NCOES executive agents, task proponents, and subject matter experts to facilitate training product development. (c) Produces, packages, and disseminates finished training products wtth implementation guidance provided by common core executive agents and task proponents. (3) Serves as Common Task Test (C~) program manager to include: (a) Developingand pub fishing revisions to Skill Levels I-4 Soldiers Manuals of Common Task in keeping with current USASMA-developed, TRADOC-appraved, enlisted commonsoldier task lists per TRADOC Reg 70. (b) Developing and publishing annual ArmyCTI" tasks selected for training and testing prior to the designated implementation fiscal year. p. ArmyNational Guard of tile USAR. ARNGUSand USAR-United States and

(1) Conducts OES. WOES.and NCOES training and provides appropriate manning levels for TASS per AR 350-I, TRADOC Regs 350-18 and 350-70, and this regulation. (2) Requests exceptions to policy contained in this regulation from Commander, TRADOC, ATTN: ATTG-IL. q. TASS commanders. TASS commanders will conduct training per AR 350-1, TRADOC Regs 350-18 and 35070. and this regulation. 1-5. Leader development and leadership. The terms "leader development" and "leadership" are not interchangeable. a, Leader development is the process of developing or promoting tile growth of confident, competent military and civilian leaders who understand and are able to exploit the full potential of present and future doctrine. organizations, technology, and equipment. Leader development-(I) Is a continuous and cumulative process education and training, experience, assessment, remediation, reinforcement, and feedback. (2) Involves evaluating and selecting individuals for promotion, positions of greater responsibility, and additional duties.

(14) Participate in coordination meetings/video teleconference, as required. (15) Adjust/update training products, as necessary. o. Commander, ArmyTraining Support Center. Commander, ATSC-(1) Se~ves as the Armytraining support manager for integrating programs, products, and services that support individual and collective training. (2) Reproduces and distributes common task training products per TRADOC 350-70. Reg

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(3) Is an integrated, progressive, andsequential processthat involves institutlonal training and education, operational assignments,and selfdevelopment. b. Leadershipis influencing peopleby providing purpose, direction and motivation while operating to accomplish the mission and improving the organization. c. Leadership is the product of tile leader development process. !-6, Institutional leader trai~i~g a~d educatlo~ levels. Much of the OES, WOES, NCOES.and civilia~ curriculums are complementa~ in ~at they support the developmentof leaders for utilization at specific organizational levels. It is the foundation upon which leaders realize tl~eir m~imum potential. Training and education usually precede significant new and higher levels of operational assignment.[t consis~ of branch immaterial and branch-specific courses and functional training. The coursesidentified belowcorrespond the to or~ani~tional levels listed. a. Tea~squa~intern~ (I) Officer: Precommission. (2) WarrantOfficer: WOCS. PLDCand BNCOC.

(3) Noncommissioned Officer: CSMC.

BSNCOC, SMC, and

(4) Civilian: Manager Development Course (MDC), Organizational Leadership for Executives (OLE}. PMEI/ II, Sustaining Base Leadership and Management (SBLM)Program. and Senior Executive Service {SES) Training Courses. Chapter 2 Leader Training

and Education

Guidelines

:~-1. General. This chapter contains general policies and administrative procedures for o~tcer (to include precommission), warrant officer (to include preappointment), NCO,and civilian leader training and educafton. 2-Z. Institutional training.

a. Institutional leader training and education goals. Leader development goals and leader duties, missions. and responsibilities at specific organizational levels farm the basis of learning objectives designed to-(1) Produce leaders whohave tt~e ability to execute doctrine and strategy. (g) Develop leaders capable of planning and executing worldwide peace and wartime missions in a wide range of operational environments. (a) Plan and execute independent operations within commander'sintent, show initiative, take calculated risks, and exploit opportunities. (b) Develop and implement flexible operational plans, readily understood by all, which provide purpose, direction, and motivation. (c) Effectively integrate advanced technology with tJ~e human dimensionto demonstratetactical and technical competence in building cohesive teams, (3) Provide progressive and sequential training that prepares leaders for future operational assignments. (4) Incorporate doctrine and strategy changes, fl~eyoccur. (5) Provide vertically and horizontally aligned training products for institutional, unit, and selfdevelopment training. b. Coursecontent. Course content is basedon leader training goals andobjectives, as well as duties, responsibilities, and missionsto whichgraduateswill be assigned. (1) Tasks. Course tasks are the individual leadership, technical, and tactical tasks leaders must

(3) NoncommissionedOfficer:

(4) Civilian: Intern Leadership Development Course (ILDC) and Action Officer Development Course(AODC), b. Platoon~ (I) Officer: Officer B~icCourse(OBC}. (2) Warrant Officer: WarrantOfficer Basic Course ~OBC) (including the Initial Ent~ Rotary Wing Qualification Course). (3) Noncommissioned Officer: c. Company/supe~isory~ (i) Officer: CCC. (2) Warrant Officer: WOAC.

(3) Noncommissioned Officer: FSC. (4) Civilian: Supe~isor Development Course (SDC) and Leadership Education and DevelopmentCourse (LEAD), d. Battalion and above/manager/executive~ (I) Officer: CGSOC, WOSC WOSSC. and

(2) Warrant Officer:

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preappointment), and noncommissioned officer leader training and education courses. The use of terms other than .common core,~ to describe training of this nature is not authorized. b. Common core training products will be applied uniformly in the appropriate courses and trained to standard. Training time for each task may differ or be adjusted by the proponent school commandantaccording to target audience based on tile progressive and sequential course designs. Tile common core task list and TSPs can be found on the Reimer Digital Library for officers and warrant officers, and on the USASMA homepage for NCOES/NCO functional courses. Both sites are linked to tile TRADOC homepage. c, The common core critical task list will be updated/ revalidated triennially through Occupational Data, Analysis, Requirements, and Structure soldier job analysis surveys, followed by task selection boards. TRADOC DCSOPS&T will oversee and executive agents will conduct these boards to validate the critical tasks to be trained at each organizational level. Common core executive agents will be represented along with subject matter experts from U.S. Army Forces Command and TRADOC schools. The board will focus on horizontal alignment of tasks to be trained across all three professional development systems (OES, WOES and NCOES).The specific course designers at each executive agent will determine the site, method, and media to be used to deliver tile training in order to achieve vertical alignment and sequencing in a progressive and sequential manner per TRADOC 350-70. Reg d. Recommendedcbanges to the TRADOC approved common core task list will be considered, in coordination with the executive agents, at any time. Recommendations with justification will be forwarded on DAForm 2028, through the chain of command,to Commander, TRADOC, A~N: ATrG-IL. 2-22. Common Task Test for NCOleaders. Common task test evaluates leader proficiency in tile performance of selected common tasks at specific skill levels. The source of CTTtasks for leaders is tile TRADOC-approved enlisted common soldier task list. as follows: Primary Leadership Development Course commoncore tasks for Skill Level 2. b. Basic Noncommissioned Officer Course common core tasks for Skill Level 3. c. Advanced Noncommissioned Officer Course commoncore tasks for Skill Level 4.2-23. Mobilization training strategy. Mobilization training strategy is contained in TRADOC Mobilization Operations, Planning and Execution System (TMOPES),AR 690-I i. and DAPare 690-47. Chapter 3 The Officer Education System (OES) 3-1. Goals and objectives. The goal of OESis to produce a corps of broadly based officer leaders wbo--

are fully competent in technical, tactical and leader VASA; are knowledgeable of "how the Armyruns"; demonstrate confidence, integrity, critical judgment, and responsibility; can operate in an environment of complexity, ambiguity, and rapid change; can build effective teams amid continuous organizational and technological change; and can adapt and solve problems creatively. Officer leader development is a continuous process beginning with precommission training and education. a. Tile OES prepares officers for increased responsibilities and successful performance at tile next higher level. It provides precommissioning, branch, and leader developmenttraining to develop officers to lead platoon, company,battalion, and higher level organizations. b. Officer Education System is a combination of branch-immaterial and branch-specific courses providing progressive and sequential training throughout an officer's career. Regardless of branch affiliation, the common thread tying all OEStraining is tile TRADOCapproved common core, which is fully incorporated into all OEScourses. 3-2. Precommiasion training. Precommissioning programs are varied, yet complementary. United States Military Academy. ROTC,and Federal/State OCS educate and train cadets/officer candidates and assess their readiness and potential for commissioning as second lieutenants. Precommission sources share a common goal that each graduate possesses the character, leadership, and other attributes essential to progressive and continuing development throughout a career of exemplary service to the Nation. a. United States Military Academy. Tile USMA provides a 4-year curriculum leading to a Bachelor of Science degree and commissioning as a second lieutenant, Selection for attendance is through various appointment programs, Policy guidance is contained in AR351-17. b. Reserve Officers Training Corps. The ROTC offers college students an opportunity for commissioningas second lieutenants through 2-, 3-, and 4-year curricula in various academic disciplines necessary to meet Active Armyand RCrequirements. Policy guidance is contained in AR145-1. c. Officer Candidate School. Officer Candidate School is a branch-immaterial course conducted by the U.S. Army Accessions Command(USA&C)and OCS battalion oFTASS leadership brigades. It provides active and RC warrant officers and enlisted soldiers an opportunity to earn commissions as second lieutenants in the Active Army, ArmyReserve, and National Guard. Officer Candidate School also serves as a rapid expansion capability for officer training upon mobilization. The

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CommanderUSAAC, coordination with Chief, in National Guard Bureau, maintains the OCSprogram of instraction. (I) Federal OCS.Policy guidance is contained in 350-51. (2) ArmyNational Guard of the United States State OCS.Policy guidance is contained in NGR 351-i. 3-3. Officer Basic Course (OBC). Tile OBCis branch- specific qualification course that provides new second lieutenants an opportunity to acquire the leader, tactical, technical and VASA needed to succeed at their first duty assignment. Some branch OBCgraduates (military intelligence or chemical for example) are trained for success as a battalion staff officer. Graduates of OBC are recognized by Military Education Level (MEL)code and are trained to-a. Prepare their platoon, squads, teams, leaders, soldiers, and their equipment for peace and wartime missions. b. Control, lead, supervise, discipline, train, develop subordinate leaders, and care for subordinates and their families. c. Plan, schedule,supervise, execute,assess, and assign responsibility for mission training. d. Plan. initiate, supervise, and assign responsibility far platoon level personnel, administration, and supply

(c) Provides fair and equal treatment and opportunities for leaders and soldiers with different education, experience, proficiency levels, ethnic backgrounds, and gender. (d) Encouragesinitiative, self-discipline, and individual/team performance. learning,

(e) Requires leaders and soldiers to accept responsibilities, accomplish assigned tasks, and perform their duties to standard. (2) Execute the unit's assigned missions. (a) Plan. resource, schedule, assign responsibility, supervise, execute, andevaluate short-range, near-term, and long-range actions that progressively accomplish requirements relevant to the company's preparation for known and anticipated missions. (b) Lead, assist, advise, andsupervise subordinate leaders as they prepar~ platoons, squads, teams, leaders, soldiers, and organizational and individual equipment for their defined role in the company'smission. (c) Train and prepare subordinate leaders for mission-related duties, protect them from outside interference, and focus their actions and efforts on attaining and sustaining the required levels of mission readiness. (3) Command, control, lead, supervise, discipline, train and develop subordinates, and care for subordinates and their families. (4) Develop the unit mission essential task list and training plan. Schedule, resource, supervise, execute, and evaluate companyand sub-unit individual and collective training. (5) Plan. supervise, and evaluate unit leader training and development, and personnel administration, supply, maintenance, safety, environmental and security actions. (6) Plan, supervise, and evaluate the safe use. maintenance, security, storage, and accountabifity of unit equipment and material. (7) Administer Uniform Code of Military Justice (UCMJ)at the companylevel, (8) Advise tile battalion level commander staff and on the status of company/platoon/squad level training (readiness and needs), equipment maintenance (readiness and needs), and personnel (readiness, discipline, and needs). b. The second phase is branch-immaterial staff process training that the student receives at the CombinedArms and Services StaffSchool, Fort Leavenworth. KS. Using battalion, brigade, division, and installation scenarios to provide skills necessary for success in single service,joint,

e. Plan, supervise, assess, and assign responsibility for the safe use, maintenance, security, storage, and accountability of personal and organizational equipment and materiel. f. Advise the commander the status of platson/ on squad training, discipline, equipment maintenance, and personnel readiness. 3-4. Captains Career Course (CCC). The CCCis multiple-phased course providing captains an opportunity to acquire the leader, tactical, technical, and VASA needed to Iead company-size units and serve at battalion and/or brigade staff levels. a. The first learn to-phase is branch-specific training. Captains command

(l) Establish and maintain a disciplined climate which-(a) Has defined, publicized, and enforced standards.

(b) Has defined duties and fixed responsibilities for all assigned leaders and soldiers.

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and combined environments, captains learn to function as staff officers by improving their abilities to analyze and solve military problems, communicate, and interact as members ore staff. Through a broadened understanding of Army operations, organizations, and procedures, students complete scenario-based exercises emphasizing the processes of problem analysis, solution development, and staffofficer coordination. Exercises involve realistic problems related to training, mobilization, staff planning for unit deployment, and combat operations. (1) Attendance is mandatoryfor all officers; however, the respective branch proponents determine attendance requirements for selected special branches. (2) Students will attend this phase in a ~~TDY and returm, status ONLY. This is essential to maintain tt~e CCCas a single permanent change-of-station course with an embedded TDYphase lAWThe Joint Federal Travel Regulations (per Deputy General Counsel of the Army decision, dated 23 Jan 98). (3) Resident attendance is mandatory for Active Guard-Reserve captains with less than 13 years commissioned service who were not enrolled or completed CGSOC, its equivalent, as of 1 Oct 86, or c. The CCC reserve officers is phased for captains to for receive-(I} Most common core and some branch-specific instruction, as well as staff process diagnostic in nanresident mode. (g} Branch-specific training in a resident mode, at proponent schools, during one ADT period. (3) Staff process training normally In 8 1DTperiods and a 2-week ADT period or in an accelerated version of 2 ADTperiods. d. Officers do not receive course credit until all phases are completed successfully. Branch commandants will award MEL code 6 upon successful completion of branchspecific training. Uponsuccessful completion of staff process training, branch commandants will award MEL code N to denote CCC completion. This procedure accounts for those students authorized delays between phases, special branch officers not required to attend staff process training to achieve branch qualification, and RCofficers who complete the two phases in different training years, e. Uponsuccessful completion of all required phases, CCCdiplomas will be awarded. As exceptions, the following officers will receive diplomas at the conclusion of branch-specific training: (1) Special branch officers not requtred to attend staff process training to achieve branch quafii~cation. (2) International Military Students (IMS) and

sister service officers whoare not authorized to attend staff process training. (3} Reserve componentofficers will receive separate diplomas for branch specific training and staff process training. This is required to makeRCcaptains eligible for promotion during the 3-4 year timespan required for them to complete the CCC. f. In most cases, CCC quotas for IlvlS will not exceed more than two per small group. As an exception, a third IMSmay be programmedif the student is from a DAexempt country. Identification of DA-exempted countries may be requested from TRADOC Security Assistance Training Field Activity. Additionally, IMSwill be tested and must achieve minimumoral English language proficiency prior to enrollment. 3-5. Command and General Staff Officer Course (CGSOC). The CGSOC educates promotable captains and majors in the values and practice of the profession of arms. It emphasizes tactical and operational skills required for warfighting at the corps and division levels. Graduates of CGSOC recognized by MEL are code 4 and receive credit for Joint Professional Military Education Phase I. Military education level 4 can also be achieved through the Air Command Staff College, the Naval and War College, the U.S. Marine Corps Command Staff and College, the Western Hemisphere Institute for Security Cooperation Command Staff College. and foreign and military colleges approved/validated by CGSOC. Currently, CGSOC a resident course and two nonhas resident options. a. Resident. Active Component officers are considered for a 10-month resident attendance at Fort Leavenworth during an eligibility window that opens upon selection for major. Fifty percent of each year group by basic branch and functional area are selected during two annual consecutive boards. The goal is for attendance to occur between the 10th and 13th years of service. Additional skill qualification as strategist, joint planner, historian, or space operations is available through the electives program. The opportunity is also available with additional academic effort to pursue a Master of Military Arts and Science degree. The 19-week Reserve Component Course Is conducted each academic year concurrent with term 1 of the CGSOC. Reserve Component Course students are integrated with CGSOC students. b. Nonresident (correspondence and distributed classroom). The nonresident version is equivalent to the resident course for satisfying career schooling requirements. Nonresident CGSOC,which must be completed within 3~ mantles of enrollment, is presented in t~0o formats: (I) The corresponding studies .S,, format organized into four sequential phases consisting of a number ofsubcourses. Each subcourse is a self-contained block of instruction containing one or more examinations

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graded by CGSC School of Corresponding Studies (SOCS). Several sub¢ourses require submission written requirements, which are subjectively graded. (2) RCinstructors in TASS school battalions ~vorIdwide present tile distributed classroom "M" format. This option is also organized into four sequential phases with subcourses equivalent to these in the correspondence ,~S,, option. Each subcourse contains one or more examinations and wrttten requirements. Manyof fi~e requirements are graded by the TASS school battalions, which report grades to SOCS. c. Qualified RCofficers must enroll in the CGSOC or equivalent level course before completing 18 years total commissioned service. d. Active Component warrant officers and enlisted soldiers with a reserve commission (dual component control group) may enroll, but must attend the ADT phases either at their own expense, or on TDY their if headquarters will fund this training. e. Department of Armycivilians, General Schedule (GS)- 11 or above, whoseduties require knowledgeof the subject matter in tile curriculum, mayenroll in the correspondence option. A senior rater memorandum of recommendation must accompany the application. Defense contractors are ineligible. f. Foreign military personnel whomeet eligibility requirements must receive prior approval from TRADOC Security Assistance Training Field Activity to enroll in or audit tile nonresident course. See AR12-15. 3-6. Advanced Military Studies Program (AMSP). The AMSP an 1 l-month curriculum offered to selected is CGSOC (and equivalent service college) graduates and allied officers leading to award of a Mester of Military Art and Science degree. Following graduation, students complete tile final part of tim programby serving on a division or corps staff or in a U.S. Army Special Operations Command-designated operational staff position. 3-7. ArmyWar College (AWC).Various senior service colleges (SSC) offer capstone professional military education. The Army SSC is AWC Carlisle Barracks, at PA. The AWC prepares selected military, civilian, and international leaders to assume strategic leadership responsibilities in military or national security organizations. It educates leaders and the Nation on the employment land power as part of a unified, joint, or of multinational force in support of the national military strategy; researches operational and strategic issues; and conducts outreach programs that benefit the AWC, tile Army, and the Nation. Senior service college graduates are recognized by MEL code I. To achieve its objectives, AWC-a. Conducts resident, nonresident, and ofl~er educational programs te develop the competence of

military, civilian, and international leaders to-[l) Distinguish the uniqueness of strategic level leadership. (2) Managechange by applying resources to the process for translating strategy into force requirements and capabilities. (3) Adviseon tile role of the military, in concert will1 other elements of national power, in national security strategy formulation, (4) Analyze threats and other factors that affect U.S. interests. (5) Apply strategic thought to U.S, national security decisionmaking process. (6) Develop theater strategies, estimates, and campaign plans to employunified, joint, and multinational forces. (7) Synthesize critical elements of warfare at the strategic and operational levels. b, Conducts additional related educational courses. programs, and seminars. c. Conducts an International Fellows Program for selected senior officers of foreign countries. d. Conducts student and faculty strategic-level research projects in support of tile Army.other military issues, warfare, programsand policies, and rite military profession. e, Maintains close and continuing working relationships with TRADOC ensure synchronization to OESobjectives. f. Maintains liaison with other elements of the military educational system and civilian educators. 3-8. Advanced Operational Arts Studies Fellmvship (AOASF).The AOASF a 2-year senior service collegeis level program that produces operational planners for assignment to unified commands. Advanced OperationaI Arts Studies Fellowship includes graduate-level academic courses, travel to commander-in-chief headquarters, and practical exercises in campaign planning. Graduates are recognized by MEL code I. 3-9. Pro-CommandCourses (PCC). Brigade and battalion-level command designees attend one or more of tile following PCCs prior to assuming command. a. Branch-specific PCC.Instruction, provided at the officer's branch school, focuses on tactical and technical aspects of command,Attendance is mandatory for all AC and RC command designeos. of

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b. Branch-immaterial PCC. Instruction conducted by the CGSCSchool for Command Preparation, focuses on up-to-date information on Army-level policy, programs, and special items of interest listed below. Attendance is mandatory for all ACand (on a seat-availability basis) RC brigade and battalion commanddesignees. (I) Leader development. (2) Training (3) Doctrine. (4) Commandteam seminar, (5) Equal opportunity. (g) Safety/risk management. managoment.

(i) Active Componentcommanddesignees attend prior to assuming command. (2) U.S. ArmyReserve commanddesignees are encouraged to attend within one year of assuming command. (3) Designees assuming non-lET TRADOC commands only attend their branch-specific PCCand the branch-immaterial PCC. e. Garrison PCC. Attended by colonels and lieutenant colonels centrally selected to command garrisons, area support groups, and base support battalions, as well as selected civilian executive assistants, Garrison PCC focuses on installation, MACOM, HQDA-Ievel and command, leadership, and management issues and relationships. Curriculum, focusing on existing and emerging issues affecting and influenced by people, dollars, [acilities, logistics, organizations, and doctrine. includes-(1) Civilian personnel management. (2) Labor relations/partnerships. (3) Appropriated and nanappropriated financial management. (4) Facilities and infrastructure management.

c. Tactical Commanders Development Program (TCDP). Attended by selected commanddesignees following branch-immaterial PCC, TCDP consists of t~va (1) Tactical CommandersDevelopment Course, which provides training on the synchronization of combat and combat support functions during offensive and defensive operations. Instruction includes(a) Battlefield synchronization. (b) Intelligence preparation of the battlefield planning. (c) Course of action analysis. (d) Commandersconcept. (e) Mission analysis. (f) Computer wargaming. (2) Battle CommandersDevelopment Course, attended by maneuver commanders only. which provides situation-based training for(a) Command decision-making (b) Commanders estimate. (c) Battle command, process.

(5) Environmental management. (6) Mobilization and deploymet~t operations. (7} National, state, interactions. and local government

(g) Media relations. (9) Application of the Performance Improvement Criteria. (10) Morale. welfare, and recreation operations. f. U.S. Army Recruiting Command(USAREC)PCC. USAREC PCC prepares incoming brigade commanders for a commandassignment in USAREC.Attendance is mandatory. g. U.S. Army Cadet Command(USACC) PCC. USACC prepares incoming region, brigade, and PCC battalion commanders, and their commandsergeants major deal[noes for a commandassignment in ROTC. Attendance is mandatory Chapter 4 The Warrant Officer

(d) Tactical vignettes and simulations. d. TRADOC PCC. See TRADOC Reg 350-6. TRADOC PCCprepares Initial entry training (IET) brigade and battalion commanddesignees and commandsergeants major designeos for assignments to BCT,AIT, or onestation unit training organizations. Additionally, IET commanddesignees attend their branch-specific PCCand the branch-immaterial PCC. Education System (WOES)

4-1. Overview. Tile goal of WOES to develop a corps of is highly specialized experts and trainers who are fully competent in technical, tactical, and leadership VASA; creative problemsolvers able to function in highly complex and dynamic environments; and proficient operators, maintainers, administrators, and managers of

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