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Department of the Army Pamphlet 350-58

The Enduring Legacy

LEADER DEVELOPMENT FOR AMERICA'S ARMY

Headquarters Department of the Army Washington, DC 13 October 1994

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SUMMARY
DA PAM 350-58 LEADER DEVELOPMENT This revision-o Includes (Chapter Clearly background I). defines information FOR AMERICA'S .ARMY

of
on the beginning

CHANGE
of leader development

o o o

the leader

development

process

(Chapter

i). (Chapter i).

Formalizes

the leader

development

principles integration

and imperatives of the leader

Describes vertical pillars (Chapter Incorporates Development Defines

and horizontal

development

o

a better description support System (LDSS) and sequential

of the self-development (Chapter development (Chapter

program

and Leader

o o

progressive

I). Knowledge, and

Changes Skills, Itnowledge, Behaviors (SKBs) (Chapter Changes Institutional (Chapter Integrates i)~ Total Army

and Attitudes

(SICAs)

to Skills,

o

Training

to Institutional

Training

and

Education

o

Quality

into

the

leader

development

process

(Chapter

o

Integrates the reserve (Chapters 1 thru 9). Defines Address mentoring Joint

component

environment

throughout

the

pamphlet

o o o

(Chapter

3). (Chapter (MQS) 5). to Officer Foundation

education

and assignments

Changes Military Qualification Standards (OFS) (Chapter Defines the Army Civilian (Chapter 8).

Standards

o

Training,

Education

and Development

System

(ACTEDS)

o

Adds leader development matrices for officers, warrant noncommissioned officers, and civilians (Appendix

officers,

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Headquarters Departmentof the Army Washington, DC 13 October 1994 The Enduring Legacy

*Department of the Army Pamphlet 350-58

LEADER DEVELOPMENT FOR AMERICA'S ARMY
noncommissioned off~cers, and Department of the Army civilians, Theconcepts and procedures ~ssociatedwith this doctrine formd~e foundation upon which commanders suand ByOrder the Secretary the Army: of of pervisors can establish leader development GORDON SULLIVAN R. policy and guidelines. Genera/, UnitedStatesArmy Applicability. This pamphletapplies to the Chief Staff of Active Component, ArmyNational Guard, U. S. ArmyReserve, and Department of the Official: Army Civilians. This publication applies during partial and full mobilization. Proponent and exception authority. MILTON HAMILTON H. The proponent of this pamphlet is the The Administrative Assistant the to DeputyChief of Staff, Operationsand Plans. Secra/aty the Army of The proponent has the autbority to approve exceptionsto tlris publication whichare conHistory. This printing publishes a revision of sistent with controlling la~v and regulation. this publication. Because publication has The proponentmaydelegate this authority in the been extensivelyrevised, the changed portions writing to a division chief within the propohave not been highlighted. nent agencywhoholds the rank of cofunel or Summary. This pamphlet outlines Army the civilian equivalent. leader developmentdoctrine: what it is and Interim changes. Interim changes to this howit is executed for both Active and Re- pamphlet not official unless authenticated are serve Component officers, warrant officers, by the Adminiswation Assistant to the Secretary of the Army. Users will destroy interim changes on their expiration date unless sooner supersededor rescinded. Suggested Improvements.Users are invited to send commentsand suggested improvements on DA Form 2028 (Recommended Changes to Publications and Blank Forms) directly to Commander, Combined Arms Command, ATTN: ATZL-SWC-LD,Fort Leavenworth, KS 66027-6900. Distribution. Distribution of this publication is madeaccordingto the requirementson DAForm 12-09-E, block number 5315, intended for command levels B, C, and D for Active Army,ArmyNational Guard, and U. S. ArmyReserve.

Contents (Listed by paragraph and page number)

Chapter 9 LEADER DEVELOPMENT SUPPORTSYSTEM, page 30 Chapter 10 CONCLUSION, page 33 Appendixes A, References, page 35 S. , page 35 Table List Table I: OFFICER LEADER DEVELOPMENT MATRIX, page 36 Table ERR: [COMMON REQUIREMENTS/ RECOMMENDATIONS], page 36 Table 2: OFFICER LEADER DEVELOPMENT MATRIX, page 37 Table ERR: [LEVEL SPECIFIC REQUIREMENTS/ RECOMMENDATIONS], page 37 Table 3: OFFICER LEADERDEVELOPMENT MATRIX, page 38 Table ERR:, page 38 Table 4: WARRANT OFFICER LEADER DEVELOPMENT MATRIX,page 39 Table ERR:[Common Requirements/Recommendations], page 39 Table 5: WARRANT OFFICER LEADER DEVELOPMENT MATRIX,page 40

Chapter 1 INTRODUCTION, page 1 Chapter 2 INSTITUTIONAL TRAINING AND EDUCATION, p~ge ~ Chapter 3 OPERATIONAL ASSIGNMENTS, p~ge 12 Chapter 4 SELF-DEVELOPMENT, page 14 Chapter 5 OFFICER LEADERDEVELOPMENT, page 16 Chapter 6 WARRANT OFFICER LEADER DEVELOPMENT,poge 19 Chapter 7 NONCOMMISSIONED OFFICER LEADER DEVELOPMENT, page 23 Chapter 8 CIVILIAN LEADERDEVELOPMENT, page 27

"This pampNetsupersedes Doe Pamphlet 600-32, 31 May 1991.

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Contents--Continued Table

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ERR: [LEVEL REQUIREMENTS/RECOMMENDATIONS],

Table 6: NCO LEADERDEVELOPMENT MATRIX, page 41 Table ERR: [COMMON REQUIREMENTS/ RECOMMENDATIONS], page 41 Table 7: NCO LEADERDEVELOPMENT MATRIX, page 42 Table ERR: [LEVEL SPECIFIC REQUIREMENTS] RECOMMENDATIONS], page 42 Table 8: CIVILIAN LEADER DEVELOPMENT MATRIX, page 43 Table ERR: [COMMON REQUIREMENTS/ RECOMMENDATIONS], page 43 Table 9: CIVILIAN LEADER DEVELOPMENT MATRIX, page 44 Table ERR:In addition to the common requirements/ recommendations, there are: [LEVEL SPECIFIC REQUIREMENTS/RECOMMENDATIONS] , page 44 Table 10: CIVILIAN LEADERDEVELOPMENT MATRIX, page 45 Table ERR:In addition to the common requirements/ recommendations, there are: [LEVEL SPECIFIC REQUIREMENTS/RECOMMENDATIONS] , page 45 Figure List Figure 1: ArmyLeader Development Model, page 2 Figure 2: Leader Development Principles and Imperatives, page 4 Figure 3: Leader Development Responsibilities, page 6 Fig-are 4: Leader Development Process, page 8 Figure 5: Professional Development Courses, page 10 Figure 6: Generic Officer Career DevelopmentModel, page 11 Figure 7: Operational Assignments,page 13 Figure 8: Self-Development, page 15 Figure 9: Officer Education System, page 18 Figure 10: Warrant Officer Leader DevelopmentModel, page 20 Figure 11: Warrant Officer Education System, page 22 Figure 12: NCO Institutional Training &Education, page 25 Figure 13: Civilian Leadership Training Common Core, page 29 Figure 14: Leader DevelopmentSupport System, page 31 Figure 15: The Leader DevelopmentDecision Ne~vorkProcess, page 32 Figure 16: ArmyFundamentalImperatives, page 34 Figure B: LEADERDEVELOPMENT MATRICES,page 35 Glossary Index

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Chapter 1 INTRODUCTION Purpose. This pamphletdescribes the Army'sapproachto leader development for all leaders. It serves as a guide for officers, warrantofficers, noncommissioned officers, and civilian leaders of the Active Army, the Am~y National Guard,and the Army Reserves. It institutionalizes the leader development process, the three pillars of leader development, and the Leader Development Support System (LDSS). References. Related publications are listed in Appendix A. Explanations of abbreviations and terms. Abbreviationsand terms used in this pamphletare explained in the glossary. Overview. .. Throughout Army's the history, leadership and leader development have received continuous attention. The development comof petent and confident military and civilian leaders in the Army -from corporal to sergeant major, from lieutenant to general officer, and from civilian intern to senior executive service -- is our most enduringlegacy to the future of the Army tile nation. Developand ing these future leaders in light of decreasing resources and a smaller force challenges us to maximize ever developmental opportunity. A trained and ready Army will always require leaders who are professionals in every way-- leaders who exenrplify traditional Army values and professional ethics. _ Values are the bedrockof professionals. Tbeyinfluence leader attitudes, behavior, and decisions. Historyshowssuccessful leaders arc competentin and committedto the profession of arms; uphold the dignity andrespect of all individuals; are physicagyand morally courageous; candidlyand forthrightly deal with others; and are willingly responsible for the performance their unit/organization and of every individual entrusted to their care. .. Professional ethics set the moral context for service to the nation and inspires the sense of purpose necessary to preserve our nation and protect our worldwidenational interest. Army ethics contain the values that guide leaders. When taking the oath of service, leaders must embody loyalty to tbe nation, the Army,and the unit and each individual in it. By their actions, leaders must displayuninhibitudloyalty, selfless service, unquestionable integrity, and a total commitment fully performing assigned and implied to duties. .. As we shape a smaller Army meet the expandingcballengcs to of the 1990s and beyond, we also must develop leaders whounderstand and can exploit the full potential of present and future Army doctrine. In a world undergoing unprecedented and accelerating change, we must ensure the Army fulfill its vital roles in all can aspects of our national security and national military strategies. Our leaders must be versatile to ensure success in war and operations other than war -- in the combinedareas, joint, combined, and coalition arenas. This need demands leaders who-(..) anticipate, manage,and exploit change. (..) are versatile enough operate successfully in war andoperato tions other than war. (..) exemplifytbe highest professional and ethical standards. (..) uphoIdthe dignity of each individual. (..) displaytechnical and tactical proficiency, whileexploiting the ful[ potential of advanced technologyand accountingfor the human dimension.

(..) possess teaching, coachingand counselingskills. (..) can build cohesive teams. (..) communicatu effectively while stimulating confidence,enthusiasm and trust. (..) accurately assess situations, solve problems, and act decisively under pressure. (..) show initiative, plan thoughtfully, and take reasoned, measured risks to exploit opportunities. (..) clearly provide purpose,direction, motivation,and vision their subordinates while executingoperations followingtheir superior's intent. Bac~-ground. Prior to 1987, the Army conductedseveral noteworth leader development studies -- Officers Personnel Management System (OPMS) in 1971, Review of Education and Training for I Officers (RETO) 1978, the Professional Development Officers in of Study (PDOS) and OPMS in 1984, Total Warrant Officer Study I1 (TWOS) 1985, and the Noncommissioned in Officer Professional Development Study (NCOPDS) 1986. In 1987, the Cbief of Staff, in Army, directed the Deputy Commandant,Command General and Staff College (CGSC), conduct a comprehensive to leader development study. That study produced the current leader development system and process; a support system to monitor and adapt to the effects of change on Army leader development; leader developand mentaction plans for officers, ,.,,,arrant officers, noncommissioned officers, DA civilian, and the Reserve Component.In I991, the LeaderDevelopment InvestmentStrategy study developedprinciples and imperativesto synchronizeleader development initiatives as the Army downsized. Additionally, committees recommended investments and divestment's, as appropriate, to offset the impact of dwindlingresources. The A~vn_v'sCommitment The Atnnyof tomorrowrelies on file .. Army today to accept the challenge and responsibility for tile of development leaders for the future. of .. The Army committed the development its leaders at all is to of levels. This commitment extends equally to all officers, warcant officers, noncommissioned officers, and DScivilian of the Active Army, the ArmyNational Guard, and the US ArmyReserves. Leaders must be appropriately developedbefore assumingand while occupyingleadership positions -- to ensure they are competentin andconfidentof their ability to lead at the level assigned. In short, the goal is to developcompetent,confident leaders whocan exploit the full potential of present and future doctrine. .. Armyleaders gain their skills, knowledge, and behavior (SKBs) through a combination of schooling, assignments, and self~:levelopment. Behavior refers to actions or reactions to specific situations based on attitude, beliefs, and values. Unlikeattitudes, behavior is easily measuredand influenced through positive and negative reinforcement. .. The Army'sformal leader developmentsystem is progressive -- prepares leaders for increased levels of responsibility, complexity, and difficulty; and sequential -- the next logical step in the education/training or assignmentprocess builds uponthe previous level -- without large gaps. Three strong pillars support Army leader development (figure 1).

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INSTITUTIONAL OPERATIONAL SELF DEVELOPMENT TRAINING ASSIGNMENTS & EDUCATiON

THREE PILLARS,.. INTERCONNECTED PROGRESSIVESEQUENTIAL AND
Figure 1. Army Leader Development Model

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The Pillars Lessonslearned from recent wars, humanitarian relief operations, and exercise suggest the Army's progressive, sequential, and three-pillar approachto leader development sound and prois duces the quality leaders our nation requires. The three pillars of leader deveIopment-institutional training and education, operation assignments, and self-development -- are dynamicsand interconnected. Theindividual gains SKBs the institution and practices at themduring operational assignments refine skills, broadenknowlto edge, and shape behavior. Meanwhile, these experiences are shared during institutional training and education. Seff-developmentenhances, sustains, and expandsSKt3sassignments.The pillars adapt to force structure reductions; constrained resources; and advances and changesin doctrine, tachnoloh2¢,and policy -- as well as individual professional objectives. .. h~titntional Trahringand Edttcation. TheArmy'sschool system provides leaders training (what to know) education (bow and do) and the opportunity to acquire SICA3s needed to perform duty positions requirements.Training and educationusually precede significant newlevels of operational assignments~In each case, the institutional base is the foundationuponwhichwe developleaders to realize their maximum potential. To foster this transition, leaders attend institutional training coursesfollowingappropriatecareer developmentmodels. Training and education provides the theoretical base. .. OperationalAa~ignments. Operational assignments translate the theory into practice by placing leaders in positions to apply those SKBs acquired during institutional training and education. Repetitive performance duty position requirements of (practice) refines the leader's skills, broadenshis knowledge, shapeshis behaviorand and attitudes. Throughexperience gained during operational assignments, leaders acquire the confidence and competenceneeded for more complexand higher level assignments. Commanders enhance leader developmentby: (..) assigning individuals progressively more complexand demanding duties; (..) assessing their performance against standards, and providing infortuation on strengths, weaknesses,and developmental needs; (..) counseling and coaching regularly; and (..) helping themprepare and execute developmental action plans to achieve m~ximum growth. .. Self-Development. Self-~levelopment initiatives focus on maximizingleader strengths, minimizing weaknesses,and achievingindividual leader development goals. The concept is morethan fixing weaknesses reinforcing strengths. Self-development a continuor is ous process -- taking place during institutional training and education, and during operational assignments that shouldalso stretch -and broadenthe individual beyondtl~e job or training. It's a joint effort involving commanders, leaders, supervisors, and subordinates. Theindividual and his leader stracture self-developmentactions to meed specific individual goals andneeds. Initial self-development is generally narrowin scope. Thefocus broadensas individuals learn their strengths and weaknesses, determine needs, and become more independent. Leaders prepare developmental action plans to map self~ievelopmentefforts and set priorities for improvingperformance and achieving m~ximum potential. Self~tevelopment actions mayinclude self-study, reading programs, and civilian education courses that support development goals. Total ArmyQualiO, The Army management philosophy (Total Army Quality) -- do the right things, the right way,for the right reasons (the first time), and constantly strive for improvement 5-1) (AR focuses on increasing productivity, encouragingbehavior, and implementing management systems for improving work processes. Total ArmyQuality (TAQ)reinforces the relationship between leadership (philosophy) and management (approach). All leaders managers. They must "know and understand the TAQ concept; how TAQ contributes to unit readiness, combateffectiveness, and mission accomplishment (discussed in this pamphlet Leadership for Total Army Quality and AR5-I); and the phases of implementing the system; awareness, assessment, team building and action.

TAQ an integral part of the leader developmentprocess. The is implementation phasesare aligned with the three pillar leader developmentmodel as follows: - blstitutional Trah~#lgand Education. During the awareness phase of TAQ, institutions teach leaders the importanceof TAQ and howit works. Theyalso provide the skills, "knowledge, behavior and (SKBs) necessary for leaders to coach and train the SKBs required to accomplishimprovement projects during operational assignments. .. Operational~lssigmnents. ]q~e awareness process continues as leaders prove their commitment TAQ to through personal example andinstructions in their organizations.Theyalso assess the behavior of the organization's members the value of products they proand duce and services they provide. Leaders then task organize (team building) as necessary to carry out and sustain the TAQ effort. Implementation(action) involves changes in behavior and dra~vs uponmany attributes associated with quality leadership and leader development (e.g., training, coaching,counseling, reinforcement.) .. Self-Development. Leaders enhance their knowledgeof TAQ and maintain proficiency in the SKBs acquired during institutional training and educationthroughaggressive individual and unit structured self-development programs. These programs can include reviewing the lessons learned from successN1 TAQ activities, short-term unit projects, and reading Total Quality Management literature by authors such as Edward Deming,Joseph M. Juran, W. and David K. Cart. Principles attd Imperatives Our leader development system is anchored in V.voprinciples and twelve imperatives (figure 2). All leader development actions are consideredwithin the realm of these principles and imperatives. TheV.voprinciples -- properly sequence institutional training and education, operational assignments,and self~:tevelopment;and retain progressive and sequential career development modelsfor all leaders in their respective developmental areas -- provide file broad foundation upon whichthe rest of the systemis built. Thetwelve imperativesare aligned with the pillars as follows: Institutional Traitth~g and Education .. Retain progressive and sequential educationsystems. Ensurethat leaders successfully completa the proper education and training to prepare themfor subsequent operational assignments. Reduceunnecessaryredundancies in courses of instruction. Incrementally develop challenging, more complex SKBs. .. Trainleaders in critical tosks they will needas fi~ture leaders. Don't waste time on courses that do not support an operational need. .. Developleaders accordingto the total Army concept. Soldiers and civilians of the Active Armyand Reserve components are equally essential to the success of our nationa[ security. .. Keepquality instrocturs -- with experience-- in the training base. Ensure that career developmentmodelssupport instruction duty as an important developmentalopportunity. .. Select best qualified leaders for resident courses. Giventhe costs of education in dollars and TTHS (Trainees, Transients, Holdees, Students) accounts, we must invest wisely to get the greatest payoff for our costs. .. Producequalified students and insttuctors. Schoolsare just as, if not more, importantdevelopmental groundsfor instructors as for students. Good instructors continue to teach tbe right things when they return to operational assignments, and they are morecompetent in their jobs. .. Providethe right mixof resident and nonresidentinstruction. Wecannot afford to educate everyoneor teach everything in file institution.

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IMPERATIVES
° RETAIN PROGRESSIVE AND TNG EDSYS SEQ & ¯ TRAIN IN CRITICAL LDRS TASKS ° DEVELOP ARMY TOTAL o KEEP QUALITY INSTRUCTORS . SELECT QUALIFIED BEST FOR RESIDENT COURSES ¯ PRODUCE QUAUFIED STUDENTS INSTRUCTORS & ¯ RIGHT RES/NONRES MIX INSTRUCTION PROVIDE DEV LDR ASSIGNMENTS PROVIDE ADEQUATE TNG OPPORTUNITIES ASSIGN BASED LDR ON DEV PRIORITIES o STRESS INDIVIDUAL'S RESPONSlBIUTY FOR SELF-DEVELOPMENT o IDENTIFY, SPECIFY AND RERNE SELFDEVELOPMENT REQUIREMENTS

L~
PRINCIPLES

INSTITUTIONAL OPERATIONAL SELF TRAININGASSIGNMENTS DEVELOPMENT & EDUCATION

m" ~ ........

o PROPERLY SEQUENCE INSTITUTIONAL TRAINING, OPERATIONAL ASSIGNMENTS AND SELF-DEVELOPMENT 0 RETAIN PROGRESSIVE AND SEQUENTIAL CAREER DEVELOPMENT IN ALL MODELS DEVELOPMENTAL AREA~
Figure 2. LeaderDevelopment Principles and Imperatives

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Operational Assignments.. Provide leaders critical experiences they will need for the fi~ture. Commanders, supervisors, and the Department of the Army(DA) should ensure that leaders are developedthrough chaIlenges in key assignmentsthat prepare them for their next level or responsibility. .. Provideleaders adequatetraining opportunities in adequately manned rcsourced units~ A hollmv force with inadequate trainand ing resources does not permit leader development units. in .. Assignlcadcrs based on leader dcvcIopmcnt priorities. Makes assignmentsto develop leaders and meet unit and DA requirements -- should be neitber a "fair-share" nor "fill-the-holes" dis~bution system. Self-Development .. Stress the individual's responsibility for leader development.The best career manageris the individual. Self-assessmentand taking appropriate remedial or reinforcing action is critical to a leader's success, Self-development programs shouldincludeactivities that stretcb the individualbeyond ',he job or institutional training, such as a university education. .. Identify, specify, and refine sclf~tcveIopmentrequirements.

The Army help individuals by outlining appropriate resources can that will contribute to self-development. The Process Confident, competent leaders do not just suddenly appear. Theyare developed, But as Clauscwi~ said, "there must be a spark within the individual" that is the essence of his leadership capabilities. Some have a brighter spark than others. All leaders; howevcr,develop over time tbrough a carefully designed progression of schools, job experiences,and individual initiated activities. Asleader development unfoldsin each of the three pillars, a continuing cycle of educationand training, experience, assessment, feedback, and reinforcement and rcmcdiation occurs. As a leader progressesin his career and faces newchallenges (promotions,positions of greater responsibility, additional duties, andschooling), he must be developed to meedthose challenges, During this leader development process, the responsibility for a leader's completedevelopmentis mutually shared by the leaders of the Army education system, commanders leaders in the field, and the leaders themand selves (figure 3).

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SCHOOL COMMANDANTS IN COMMANDER/SUPERVISOR VPROVIDE SUBORDINATE LEADERS ARMY AND SCHOOL SUSTAINING OPPORTUNITY, GUIDANCE, BASE TRAINING SYSTEM EXAMPLE, INSPIRATION
'] STATE LEARNING OBJECTIVES ~PROVIDE: TRAINING \ TRAINING ~,'IA'rERIAL ASSESSMENTS FEI:DBACK COUNCEI.]NG EVALUATIONS ~ PROVIDE ASSESSMENT INITIAL 'l DEVELOP PLAN ASSIGNMENT (MIL) ~t CLEAR SET ORGANIZATION AND iNDIVIDUAL STANDARDS 4ASSESS, FEEDBACK, PROVIDE AND ASSIST INDIVIDUALS INPLANNING DEVELOPMENTALPLANS ACTION ~PROVIDE COUNSELING, EVALUATION, PROGRESSIVE, ANO SEQUENTIAL ASSIGNMENTS ~ PROVIDE BASED METL LEADER TRAINING

'~SELF-ASSESSMENT SELF,STUDY PROFESSIONAL ORGs ~ PROFESSIONAL READIN~=~WRITING ,/JOINT BUT... EFFORT, PERSONAL RESPONSIBILITY OF LEADER EACH

DEVELOPMENT

Figure 3. LeaderDevelopment Responsibilities

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Theleader development processis similar for officers, warrant officers, and noncommissioned officers in the Army.Theprinciples and imperatives apply to developing here leaders in the Active Army, ArmyNational Guard, and US ArmyReserves. However, institutional training and education must be configured to meet time and geograpbical differences peculiar to the Reserve Component (RC) environment. leaders mustbalance their military responsibilities RC with the demands their civilian jobs. Althougb required numof the ber of annual training days per year is 39 (r, vo weeksof annual training and txvo days inactive-duty training per montlt), RC leaders traditionally spend far moretime than this pursuing their institutional training and education courses and meetingunit operational assignment missions. It is importantfor ActiveArmy leaders to gain an appreciation and understanding of these RCchallenges, Theformal leader development process begins with instruction. For commissioned officers, leader devefupment begins during precommissioningtraining. Warrantofficers attend WarrantOfficers Candidate School (WOCS) while sergeants attend the PrimaryLeadership Development Courses (PLDC).The civilian process usually begins ~vith the Intern LeadershipDevelopment Course (ILDC),whichprecedes graduation to journeyman-level positions. Leader development continues throughout a leader's tenure as he is selected to serve in positions of increasingresponsibility andauthority; it is a continuous, progressive, and sequential process. Appendix conB tains matrices sbowingthe key leader development responsibilities of the institutional commandant, operational unit commander/supervisor, and individual for carrying out this process. Integrating the training, educationand development activities tlmt take place in the three pillars ensures leader growthand development remain focused on the Army'sneeds, and the individual's needs. Additionally, leader training, education, and assignments, must be aligned horizontally and vertically. Horizontalintegration ensurescorresponding training for individuals (regardless of rank) whoare assigned to specific leader levels throughout the Army. For example, the Officers Basic Course (OBC), Warrant Officers Basic Course (WOBC) Advance and -Commissioned Officer Course (ANCOC)have many common training objectives and critical tasks. Terminal enablinglearning and objectives (task, condition, and standards) focus on comparable SKt3sneededfor duties, responsibilities and missions assigned to leaders in specific size units. Similarly, the branch Officers Advanced Course (OAC),Warrant Officers AdvanceCourse (WOAC), and First Sergeant Course (FSC) should have corresponding training. Vertical integration, on the other hand, ensures progressive and sequential training, education, and developmental opportunities upward within each system; for officers, WO,NCO, and civilian. Course training objectives and critical tasks are based on SKBs leaders need for future assignments.Current training and education build on previous training and experience. Thetraining and experience qualify individuals for promotionand assignmentsfollowing career developmentmodels.

A phaseof vertical integration is merely next, sequential step up the in level of responsibility. Leaders work through tbe process developing and honing their skills and, whenassessed ~ ready -by commanders, supervisors, instructors, etc. -- proceedto tbat next level As an example, company,battery, and troop commanders should havethe appropriate developmental leader positions (platoon or section leader, unit executive officers) and education (OAC) before cotumand.Similarly, noncommissioned officers should have served as team and squad level leaders and have already attended PLDC, Basic Noncommissioned Officers Course (BNCOC),and ANCOC before being assignedto platoonsergeant or battle staff positions. Reserve Component personnel should progress through the same or RC-configured courseware(RC3)institutional training and education (within unit type, size, andlocation constraints). Civilians generally do not progress to key leader positions witbout the proper sequencingto technical and -- for some-- supervisory or manageria[ experienceand training. Throughout development a leader, the education and training, the of experience, assessment, feedback and reinforcementJremediation processoccurs in a logical and progressive sequence (figure 4). The mission,the needs of the unit, andthe demonstrated potential of the leader are kept sharply in focus and must always be balanced. Assessment a methodused to figure out, from performance, the is proficiencyandpotential of leaders. Ideally, assessment characteris ized by an objective judgment against known(criterion-based) standards. These standards can be found in ArmyTraining and Evaluation Programs (ARTEP) manuals, Military Qualifications Standards (MQS) manuals, Officers Foundations Standards (OFS) media, Soldiers Manuals, and Standard Operating Procedures. The senior leader mustdiscuss and, if necessary, clarify these standards and expectation s with subordinate leaders early in the development process. Anassessment should be non-threatening, unbiased, and uninflated. It is not an evaluation. Assessmentsshould provide leaders with useful feedback on performance.At the unit or organizational level, assessmentshelp senior leaders in developingassignmentpattams, training plans, and developmental programs their subordinates. Assessments for identify those SICBsthat subordinate leaders have performedor failed to performto standard. Naturally, leaders must conduct self-assessment in their oxvnself-development programs. Feedbackis an intermediate step bet~veenassessment and evaluation. Useful feedback is clear, formative guidance related to the process, standard, or outcome an event. It focuses on assessment of determthationsand is mosthelpful wben presented in a wayfl~at is both positive and allows individuals to self~tiscover strengths and weaknesses.

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iNSTITUTIONAL SELF OPERATIONAL TRAINING ASSIGNMENTS DEVELOPMENT &EDUCATION
EDUCATION ASSESSMENTFEEDBACK ~ ~ &TRAINING ~ REMEDIATION & REINFORCEMENT / ,SPONSORSHIP , RECEPTION , INITIAL ASSE~SMF.NT , STANDARDS COUNSELING AND EVALUATION

NEXT PROGRESSIVE AND SEQUENTIAL: /PROMOTION /ASSIGNMENT
/SCHOOL

iELECT/ I

Figure 4. LeaderDevelopment Process

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Additionally,fuis feedbackallows the senior andsubordinateleaders to design appropriate reinforcement or remediationprograms.Reinforcementnurtures continued success. Through after-action rethe view (ACTIVE ANDRESERVECOMPONENT) process, the senior leaders help and guide subordinate leaders to self~tiscover where they did a good job and what factors contributed to dtat success. Appliedto leadership performance,this process encourages leaders to appIy effective actions in similar situations. Leadership AARs also specify remedial actions for subordinateleaders that can should correct their weaknesses bring themup to stated standand ards. Throughout this developmental leadership process, subordinate leaders should receive guidanceand updates on the status of their progresses. Assessmentfeedback can include one-on-one verba[ discussions, letters, notes, counseling forms, command inspectionreports, certification programs, peer and subordinate comments,and leadership AARs. Ideally, fue senior leader will help the subordinate develop an action plan that identifies the SKBs that need reinforcement or remediation and file action needed to enbance or correct leader performance. After many feedbackopportunifies, senior leaders should conduct a comprehensivecounseling session with the subordinate leader. Counselingshould summarize series of assessments that compare a observations about subordinates against "known standards. Senior leaders should use these counseling sessions to develop recommendations for overall improvement strategies. Senior leaders should plan dtese sessions so that they cover no newinformation, while providing subordinates with a rating. Anevaluation usually follows the counselingsession. An evaluation is a document, permanent record of performance, knowledge,and capabilities covering a specified period. It is the formal rating of past performance.The evaluation is the cumulative result of previous assessments, feedback, and reinforcement or remediationefforts. Reinforcement remediationshould continue and uponconclusion of the evaluation phase. In contrast with assessments, evaluations are directly linked to a leader's selection for promotion, schooling, and various duty assignment. Not all leaders will develop at the samerate or to the samelevel. Thusleaders must be placed in positions of leadership for which they are prepared. A leader should meet the commander's superor visor's entry minimums a leadership position before he is thrust for into that position.

Institutional training and education arc the foundation uponwhich leaders are developed realize their maximum to potential. It consists of resident andnonresident instruction for officers, warrantofficers, noncommissioned officers, and civilian education systems and functional courses. The education systems -- Officers Education System (OES), Warrant Officers Education System (WOES),Noncommissioned Officers Education System (NCOES),and Civilian Training and Education Development System-- provide the progressive and sequential training and education dmtprepares individuaIs for positions of greater responsibility (figure 5). Functionalcoursessuch Pre-Command, Ranger, Airborne, First Sergeant, Battle Staff NCO, and the TRADOC Training Developers Course provide additional qualification training so leaders can acquire requisite skills, knowledge, and behavior needed for specific assignments. Institutional training and education provides the foundations for leader development.It is a foundation on whichunit commanders and supervisors can build, mold, and shape leaders and on whichthe developing leaders can base dmir self-devefupment. Proponents prepare individual training plans (ITP) to train, develop and evaluate SKBs leaders at all levels. Theydevelop strategy for and products needed to carry out plans. Products include Soldier's Manuals,Military Qualifications Standards (MQS) manuals, extension training material, trainer guides, and TrainingSupportPackages (TSPs). Additionally, branch proponents develop career developmentmodelsthat guide leader gro~vth and developmentthroughout careers. Career development modelinitiatives encompass three the pillars of the leader development process. Anexampleof a generic officers career developmentmodel is shownin figure 6. Similar models exist for warrant officers and NCOs.The ArmyCivilian Training, Education, and Development System (ACTEDS) serves similar function for somecivilian career fields. Proponents develop course programs of instruction (PlOs) with learning objectives designedfor specific branch missions. Learning objectives consist of leadershipandtechnical andtactical tasks flint promotethe acquisition of SKBs the leaders need to successdmt fully fulfill their roles, performduties, and accomplish missions. Institutional training and educationare equally essential to the devefupmentof all leaders. Trainers are held to TRADOC standards regardless of howor wherethe training takes place.

Chapter 2 INSTITUTIONAL

TRAINING AND EDUCATION

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PROFESSIONAL DEVELOPMENT COURSES

SR SVC COLLEGE o PER MGMT FOR EXECS 00RG MGMT FOR EXECS o MGR DEV COURSE ARMY MGMT STAFF COLLEGE

I WO ¯ SR STAFF COURSE SERGEANTS MAJOR COURSE WO STAFF COURSE

SENIOR SER~CE COL~GE COMMAND & STAFF COURSE COMBINEDARMS ANDSERVICES STAFFSCHOOL

ADVANCED NCO COURSE BASIC WO BASIC COURSE

ADVANCED COURSE
i

°SUPVDEV COURSE

NCO COURSE

INTERN PRIMARY WO LEADERSHIP LEADERSHIP CANDIDATE DEVELOPMENT DEVELOPMENT SCHOOL COURSE COURSE

BASIC COURSE

CIVILIAN NCO WARRANTOFFICER COMMON CORE OFFICER
Figure 5, Professional Development Courses

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GENERIC OFFICER CAREER DEVELOPMEI'" MODEL
YEARS SERVICE OF

4

10

16

22

LT

CPT

MAJ

LTC COL

AREA DUAL TRACK BRANCIiN &FUNCTIONAL
FA BN BNCMD/ FAJ S BDE BRANCH 0 C ] TRAININGC l XO/S3/ FN BRANCH JOINT/ JOINT I ASSIGN- A CO AI CMD/ S S I BRANCH QUALIBR CaD BR]MMI BR MENT ASSIGN-C I QUAUF. C FICA. C QUAL MENT !CATION TION

SINGLE IN BRANCH

fCertain branches do not permit tracking) single

BN CMD/ S BDE BBANCH/ XOtS3/ BRANCH JOINT/ JOINT BR IMM/ S CMD/ BRANCH BR IMM GUALIIMM ASSIGN-C QUALIFI- BR FICA. C BR QUAL MENT CATION TION

Figure 6, Generic Officer Career Development Model

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Reserve Component (RC) institutional training and education require careful planningto accomplish training tasks while adaptthe ing to the time and geographic constraints unique to the RC. RC leaders can attend either the Active Army course or usually, an RC version configured for a combination inactive duty training and of active duty training periods. TRADOC an active affiliation prohas gram between its resident schools and US ArmyReserve Forces (USARF) schools. This program is being expanded to include the National Guard academies. can-), out their duties today and meet the demands increased of responsibility in tbe furore, institutional training andeducationprograms must use the best teaching and training methods. The increased use of smaIl-group instruction within the Armyscbool system, highly competent instructions andfacilitators, improved detions of the SKBs expectedof leaders at each level of development all contribute to leader development.

Chapter 3 OPERATIONAL ASSIGNMENTS Operational assignmentsshould place leaders in positions that enhance SKBs acquired during institutional training and education. Repetitive performance duty position requirements(practice) reof fines skills, broadensknowledge, shapes behavior -- and possiand bly attitude. During operational assignments, leaders gain tbe experience needed for more complex higher-level assignments. and

Maintainingsynchronized leader training, education and developmeat programs in units is a continuing challenge. Commanders, leaders, and supervisors should execute programsthat focus on sharpening developingleaders' SKBs experience. Figure 7 outand lines someof these programs. .. METL-based leader training to enhance and sustain SKBs gained during institutional training and education and prepare leaders for operational missions. By using the METL a frameas workor basis, leaders can concentrate on honing those SKBs that support the unit mission. .. In 1943 Field Marshal Erwin Rommel said "the best form of welfarefor the troops is first class training." Tough, realistic training -- for military and for appropriatecivilians -- at home stations and at combattraining centers (CTCs)provides battlefield-like demands stress on leaders at all levels. and .. Leaders need to balance the emphasisthey place on the developmental needs of all subordinate unit leaders -- officers, WOs, NCOs, DA and civilians. A significant challenge is developing and maintainingthe SKB proficiency of those in TDA (tables of distribution and allowances) units, Encouragement self-development of programscan makea significant difference in file development of leaders ii~ TDA organizations. .. Thearticulation of clearly defined standards-- as outlined in the Officers Foundation Standards (OFS) System, Army Training and Evaluation Programs(ARTEPs), standard operating procedures (SOPs), and soIdiers' manuals -- help commanders, leaders, and supervisors assess developingleaders' performance potential. and .. After action review, developmental leadership assignmenks, and one-on-one feedback provide a mechanismto inform leaders of their strengths and areas needing improvement.

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METL-BASED TRAINING LEADER TOUGH, REALISTIC ... USE CTCs TRAINING OF BALANCED OFFICER, EMPHASIS: CIVILIAN, WARRANT NCO OFFICER, CLEAR STANDARDS ... INDIVIDUAL, UNIT/ORGANIZATION AAR PROCESS DOCTRINE-BASED TECHNIQUES, ... TACTICS, AND PROCEDURES EMPHASIZE BALANCED APPROACH TOLEADER DEVELOPMENT PILLARS EMPLOY METHODS: PROVEN CERTIFICATION PROGRAMS, STAFF SHARED RIDES, EXPERIENCES .... REFINELOCAL TO CONDITIONS & UNIT/ORGANIZATION TRADITION STUDY PROFESSION MILITARY OF ARMS, ATTITUDES, ETHICS...

Figure 7. Operational Assignments

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.. Doctrine,since it is not prescriptive, allowsleaders the opporvanity to grow by exercising judgmentunder varying conditions. Tactics, techniques, and procedures provide examples of how a mission might be accomplished;but again, the leader must employ judgmentin their use. .. Staff rides, tactical exemises without troops (TEWTs), and professional development classes and seminars reinforce SKBs acquired during institutional training and education, and encourage sustainment of perishable SKBs. .. Certification and verification programs assess an individual's skills and knowledge against measurablestandards. .. Instructionon the history andtraditions of the unit or organization instills esprit and fosters teamwork. Creating an environmentwbere developingleaders is the priority mission in the command organization enhances the value and or effectiveness of leader development during operational assignments. Commanders, leaders, and supervisors enhance the developmentof subordinates by assigning them to progressively more complex and demanding duty positions. They should counsel and coach subordinates on a regular basis and ensure necessary education requirements are met. Commanderssbould establish formal leader development programsthat focus on developingindividual leaders and teams, and ensure subordinate leaders understand their strengths, weaknesses, and deveIopmentaIneeds. Thecommander's supervisor's direct involvementin the developor mentof leaders during operational assignments, articulated in FM 25-100, Training the Force, is critical. He decides leader assignmeats, formulates,supervises, and executescollective andindividual training, to include professional development programs,and acts as the organization's primaryteacher, coach, counselor, and -- in special cases -- mentor. Menturing morepersonalized and individuis alized than teaching and coaching. It is an optional, subjective process between concernedsenior leader and a very select few of a his subordinates.Mentoring involves candiddialogue, career advise, caring and support, commitment, assistance with assignments. and Because today's training, coaching,and mentoringwill guide subordinate developmentlong after today's commanders pass from the scene, commanders senior staff officers must understand the and leader development process and their role in its execution. Further, they must understand howleader developmentactivities must be an integral part of their unit training program. Senior leaders will often be judged as much howwell their subordinates by perform as how they themselves perform. At division (and comparable organizations) levels and above, senior leaders should provide broad guidancefor structuring leader developmentopportunities for their staffs and subordinate commanders during operational assignments.Subordinateleaders then refine this guidancewithin the intent of the senior leader. Thegreatest interaction bet~vcen leaders occurs at the lower levels of command and staff assignments;therefore, leader development programs shouldbe most active whereday-to-day operational challenges are resolved. Commanders senior leaders at installations, activities, and major and Armycommands (MACOMs) present programs, often througb their civilian personnel offices (CPOs),to orient civilian employees Ar:nyorganizations, ethics, and values. Technicaltraining is emphasized at this level. Commanders responsiblefor ensuringcivilian are employeesreceive effective counseling, coaching, and mentoring, both formal and informal. The pattern for Army civilian leaders in operational assignments following institutional training andeducation similar to their uniis formed counterparts. Following internships, in whichthey are introduced to leadership skills, most civilians begin as fanctional specialists. Duringthis phase, thcy are given workand teamassignmcnts that broadcnand sharpen their leadership abilities, provide assessmentopportunity to their super~,isors, and prepare themfor advancementto supervisory and management positions. Theassignmentpath along whichcivilian leaders generally progress consists of four broad phases: intern, supervisory, managerial, and executive. Becauseof the range of skills and entry positions of first-time hire DA Civilians and their career development models,

they are not required, to pass through eacb phase sequentialIy. An intern, for example, mayprogress directly to a non-supervisory managerial position on a headquarters staff without ever being a supervisor. A civilian can be a first-time hire as a supervisor, manager,or executive or could elect to remainat a given grade or phase for an entire career. In key areas such as acquisition managemeat, logistics, and information and installation management, new programs will train generalists capable of performingin leadership positions previously held by military officers. Geographical availability of units near the RCleader's home often constrains operational assignmentsopportunities for RCleaders. Commanders an important role in developingtheir subordinate play leaders by ensuring progressive and sequential assignments. Commanders should make every effort to ensure the tenure of leaders in key command staff positions is not excessive. Excessivetenure and in an assignments stagnates the professional developmentof many others who are looking to moveup and take on more challenging assignments. Special emphasis must be placed on ensuring leaders are Fally qualified in termsof schoolingand experienced before they are placedin positions of greater responsibility. It is always difficult to choose between keeping someone annual training or releasing for themto go to school. Theleader must realize that the short term "lost" is a long term investment.

Chapter 4 SELF-DEVELOPMENT Self-developmentis a planned, competency-based, progressive and sequential process individual leaders use to enhancepreviously acquired SKBs experience, and the enhancereadiness and potenand tial for progressively morecomplex higher-level assignments. and Self~evelopmentfocuses on maximizing leader strengths, minimizing weaknesses,and achieving individual leader development goals. This, it involves: .. a continuous processthat takes place during institutional training and education and operational assignments. .. a joint effort involving commanders, leaders, supervisors, and the subordinate. .. actions structured by the individual and his commander, leader, or supervisor to meet specific individual goals and needs. Self-development starts with an assessmentof individual leadership SKt3s potential (figure 8). Assessment and identifies the individual's strengths, weaknesses, and developmental needs. Commanders, leaders, and supervisors provide feedbackand assist subordinatesin figuring out causes for these strengths and weaknesses courses and of action to improve performance by reinforcing strengths and remediating weaknesses. Together they prepare developmentalaction plans that mapa path for seff~Jevelopment efforts and r~ank actions for improving performance and achieving maximum potential. Eachleader's knowledge perspective increases with age, and level of schooling, institutional training and education, and operational experience and is accelerated and broadened by specific, goal-oriented self~ievelopmentactions. These actions are categorized into immediate, near-term, and long-range developmental goals that guide self~evelopmentactions and efforts: .. immediate goals focus on correcting weaknesses reinforcand ing strengths associated with current duty assignments. .. near-tarm goals focus on developing SKBs and experience neededfor the next operational assignment. .. long-rangegoals focus on preparing a Ieader for morecomplex duties beyondhis next operationaI assignment.

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PROFESSIONAL WRITING READING RESEARCH
/ FUNCTIONAL UlLITARY /CIVILIAN SCHOOLING UNIVERSITY

/ LIFE-CYCLE MODELS

IMILITARYGUALIFICATION STANDARDSSYSTEM ISOLDIERSMANUAL /CORRESPONDENCE ICOMMONTASKMANUAL COURSES

THE TO KEY SUCCESS... ASSESSMENT SELF
Figure 8. Self-Development

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Self-Development Responsibilities Commanders, leaders, and supervisors should accomplishthe following: .. establish and maintain a command climate and training environmentthat is conduciveto self--development. Leadby example, .. besides those duties outlined in the section on operational assignments, provide advice, assistance, and support as individual leaders prepare and execute their developmental nation plans. Individual leaders should: .. take initiative to attend courses that support developmental goals. .. affiliate with and participate in professionalorganizations. .. read professional material, write for self and for professional journals, and take appropriate correspondencecourses. .. understand present and next duty position requirements and prepare for themthrough reading and practice. .. seek challenging, high responsibifity assignments that provide opportunities to grow in breadth and deptb of SKBs.Someassignmeats are more risky than others, but they also provide greater leader development payoffs. .. self-evaluate all performances. Identify strengths and wea'~esses and figure out howthey affect performances. .. conduct self-study and practice critical leader technical and tactical tasks frequently enoughto attain and sustain the required proficiencylevels. .. expandthe leader's knowledge base by studying history, doctrine, and professional manuals publications, and analyzingcurand .. select immediate, near-term, and long-range developmental goals. Identify and plan courses of action for accomplishing these goals. .. develop and execute self-developmentaction plans. If appropriate, determinegoals, objectives, and tasks, .. throughout the process, seek assistance and guidancefrom supervisors and more experienced leaders and peers, .. seek leadership roles in the military andcivilian community or other public service activities, Self-developmentprogramsshould be tailored to meadchanges in the environment, uniquestatus of organizationmissions, and the the individual's developmentalneeds and professional interests, The concept of self-developmentplaces responsibility squarely on the leader to do his share to attaitt andsustain aompctettey. Everyleader is responsible for his ownprofessional development.Commanders and supervisors have a responsibility to providcthe time and opportunity for a subordinate'sself-dcvelopment it is to be effective. if

providing common for the appointmentof Active officers and law active-duty service of Reserve Component officers. establisbing statutory limitations on the number officers that may of serve in senior grades belowgeneral officer rank. providing uniformlaws for officer promotionprocedures. establishing common provisions governing career expectations at various ranks, Joint Education and Assignments The DoD Reorganization Act of 1986 (Title IV, Goldwater-NichoIs Act) includes specific requirementsto improvethe quality, education, andexperienceof all officers, and specifically field gradeand general officers assignedto joint duty positions. Themilitary needs officers assignedto joint dury positions. Themilitary needs officers who are well schooled in their service and knowledgeableabout howthe land, air, sea, space, and special operations forces work tugether in modernwarfare. All officers attending either a command staff or senior-level and service college receive instrtxctions on joint matters as part of the core curriculum. This is referred to as phase I of a two-phased Program Joint Education(PJE), PJE phase II is a follow-on the for PJE phase I and consists solely of a joint curriculumtaught at the Armed Forces Staff Collegefor officers expected to be selected as Joint Specialty Officers OSOs).Complerion phases[ and lI is the of educationprerequisite for officers later considered designationas for JSOs. The National WarCollege and the Industrial College of the Armed Forces curriculumsfully incorporate PJEphases I and II for the purposes of JSOqualification. This act also mandates joint duty assignment experience and tuur-length requirements, The qualifying tour length is 36 months. Some combatarms officers maybe released afier 24 monthsif they are returning to an Army operational assignments. By law, and Active officer maynot be appointed to the grade of 0-7 unless he has completeda full tour of duty in a joint duty assignment.The Secretary of Defensemaywaive, on a case-by-case basis, the joint duty requirementsfor general/flag officers under certain circumstances. Some scientific and technical fields -- including chemical and military police branches -- maybe reason for waivers. Withfew exceptions, JSOsare selected based on a completejoint education and duty assignment(s). These officers become pool the of joint experts fromwhich"criticaI joint duty assignment biIlets" mustbe filled. There are manyother personnel management provisions of the law that ensure that the services provide the joint community with highIy qualified officers. Moreinformation is contained in JCS Administrative Pub 1 2, Joint Officer Management, the DoD and Reorganization Act of 1986. The Officer Foundation Standards (OFS) System The OFSsystem replaces the Military Qualification Standards (MQS)System and provides the foundation for progressive and sequential training within the institutional pill~r. OFS linked to is leader developmentthrough the efforts of school commandants. During institutional training and education, commandants ensure that the schools' programs instruction (POIs) include the right of mix of common branch specific tasks and that officers can and performthose tasks to standard. Commanders operational assignin meats reinforce OFStasks by adding METL based tasks to prepare leaders for operational missions. Level I of the OFS System(OFSI) prescribes training requirements for cadets and candidates undergoingprecommissioning training. It also addresses the professional military education requirements ~vhich cadets must meet before commissioning.Officer Candidate School (OCS)candidates maydefer the baccalaureate degree requirement of the professional military education component OFS of

Chapter 5 OFFICER LEADER DEVELOPMENT The developmentof an officer, Active, Army National Guard, or U.S, Army Reserve,is the cumulativeresult of his military schooling, operational assignments, and self-development. AppendixB contains the key elements of officer leader developmentin each pillar, The original I988 Leader DevelopmentAction Plan (LDAP)was the result of the I987 Leader Development Study (LDS). The LDAP eventuafiy contained 56 recommendations improveofficer develto opment. Almost all recommendations nowcomplete. Future reare visions will adapt officer leader development the requirementsof to the changed world and Armyenvironments. The Defense Officer Personnel ManagementAct (DOPMA) The United States Congress enacted DOPMA law in 1980 to into revise the system that governs management active duty commisof sioned officers. DOPMA establishes a common frame of reference for career progression planning in all services and affects leader development by:

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1 to the tenth year of commissioned service. Officer basic course and unit certification programs verify selected tusk proficiency. Level II of the OFSSystem(OFSll) is the basis for developing company grade officers. OFSII has p, vo passage points that company grade officers must negotiate. The first includes requiring lieutenants to complete required schools and a bmncb assignment, and be proficient on critical lieutenant tasks before attending their advance courses. Similarly,captains mustbe proficient in their critical tasks before attending CSC-tevel schooling or promotion to Institutional Training and Education The officer education system consists of branch Officer Basic Course (OBC)and Officer AdvancedCourse (OAC), the Combined Armsand Services Stuff School (CAS3), Command Staff Coland lege (CSC), and, for selected officers, completion a senior service of college course or equivalent. There are other courses available that officers attend based on a specialized need. For examplo,individuals in the Army Acquisition corps are required to complete an advancedcivilian degree in a scientific, technical, or managerial program attend other specialand ized acquisition-related courses leading to certification. Theprogressive a~d sequential process of institutional training and education is the same for Active and Reserve Component (RC) officers (figure 9). However, timing and attendance requirements the mayvary. All officers mustattend their basic courses in residence; if they do not, they cannot assignedto early deployingunits. After that, most Active officers attend TRADOC resident schools, while RCleaders havetheir institutional training and educationneeds met by TRADOC resident schools, USARF schools, or state academies. They attend on Active Du for Training (ADT),or Inactive Duty b, for Training (IDT) on weekends evenings. Individuals can take or

the Command General Staff Officer Course (C(3SOC) correand by spondence.Officers must be selected to take the Army College War Course by correspondence. CAS3,for the RC, consists of the same Phase I correspondence course as the Active officer. Phase11 consists of the Active Army resident course at Fort Leavenworth,or 8 periods of IDTand one ADT period with a USARF school. Promotion for RCofficers is tied to military schooling. RCmajors must completehalf of CGSOC to be eligible for lieutenant colonel, and RClieutenant colonels must completeCGSOC be eligible for colonel. Starting in the FY to 95, RCcaptains must completeCAS3 be eligible for major. This to does not apply to Chaplains, Judge AdvocateGeneral Corps (JAGC) officers, or ArmyMedical Department (AMEDD) officers other dmnMedical Service Corps (MSC) officers with primary specialty 67. Active officers selected for battalion and brigade level command must attend a branch-specific pre-command course at the proponent's school and a common core pre--command course at the Commandand General Staff College (CGSC).RCofficers must attend fueir branch pre-command course aud are encouragedto attend the common core course at Fort Leavenworth. As appropriate, command designees attend assignment-unique functional courses (e.g., Tactical Commanders DeveIopmentCourse, Contracting Officer Course, Senior Officer Legal Orientation, etc.) before assuming command. Upon selection of general officer, Active officers are required to attend four functional courses: the General Officer Orientation Course, the Force Integration Curse, the Leadership Development Course at the Center for Creative Leadership, and the Capstone Course. RCgeneral officers are only required to take the General Officer Orientation Course. The other courses are recommend dependentuponaw.ilahle fundingand vacancies. In addition, there are many fi~nctional courses available, based on assignment, such as a Joint Flag Officer Warfighting Course, the Division Conmaander/ Assistant Division Commander Course, and several programs at universities.

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PRECOMMANDCOURSE SENIORSERVICE COLLEGE PRECOMMAND COURSE COMMAND & STAFF COURSE COMBINEDARMS& STAFFSERVICES SCHOOL ADVANCEDCOURSE BASIC COURSE RESERVE TRNG OFFICER CORPS OFFICER CANDIDATE SCHOOL U.S, MILITARY ACADEMY

FUNCTIONAL PREP BDE FOR CMD PREP SENIOR FOR CMDSTAFF & FUNCTIONAL PREP BN FOR CMD CORPS &DIVISION LEVEL OPERATIONS TNG STAFF FOR POSITIONS WITH ARMY FIELD THE INTHE PREP COMPANY FOR CMD AND BN/BDE STAFF LIEUTENANT COMMON BRANCH TASKS

I

PRE-COMMISSIONING

NOTE: INCLUDES ALSO FUNCTIONAL COURSES INAR DEFINED 351-1
Figure 9. Ofl3cer Education System

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