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Department of the ArmyHeadquarters, United States ArmyTraining and Doctrine CommandFort Monroe, Virginia 23651-1047

12 August 2002

TRADOC Regulation 350-10

Summary. This regulation prescribes institutionaltraining and education policies for officer (to includeprecommission), warrant officer (to includepreappointment), and noncommissioned officer (NCO)leader development, and defines the U.S. Army Trainingand Doctrine Command’s (TRADOC’s) role in Armycivilian leader development.

Applicability. This regulation applies to TRADOCservice schools and Active Army, U.S. Army Reserve(USAR), and Army National Guard of the United States(ARNGUS) agencies responsible for officer (to includeprecommission), warrant officer (to includepreappointment), NCO, and civilian leader training andeducation. Unless otherwise stated, the policiescontained herein apply to members of sister and foreignservices attending Army schools.

Supplementation. Supplementation of this regulationis not authorized without prior approval fromCommander, TRADOC, 5 Fenwick Road, ATTN: ATTG-IL, Fort Monroe, VA 23651-1049.

Management control process. This regulation is notsubject to the requirements of AR 11-2. It does notcontain checklists.

Suggested improvements. The proponent of thisregulation is the Deputy Chief of Staff for Operations andTraining (DCSOPS&T). Send comments and suggestedimprovements on DA Form 2028 (Recommended Changesto Publications and Blank Forms) through commandchannels to Commander, TRADOC, 5 Fenwick Road,ATTN: ATTG-IL, Fort Monroe, VA 23651-1049, or e-maildcstitd@monroe.army.mil. Suggested improvements mayalso be submitted using DA Form 1045 (Army Ideas forExcellence Program (AIEP) Proposal).

Availability. This publication is available on theTRADOC Homepage at http://www-tradoc.monroe.army.mil.____________________________________________________________________________

Summary of ChangesThis TRADOC regulation—

• Aligns TRADOC institutional training policies withthe Department of Army (DA) policies contained inAR 350-1.

Training

INSTITUTIONAL LEADER TRAINING AND EDUCATION

••••• Establishes roles and responsibilities of the DeputyCommanding General Initial Entry Training (DCG-IET)/Commanding General Army AccessionsCommand (AAC).

• Corrects previously incorrect guidance concerning TheModern Army Recordkeeping System (MARKS) filenumber to be used to maintain academic records perAR 25-400-2.

• Defines Senior Small Group Leader (SSGL) dutiesand ratio to Small Group Leader (SGL)requirements.

• Changes the delegation of authority to courseproponent commandants/CGs or their designatedrepresentative in the rank of colonel or higher waiverauthority for small group leader-to-student ratiosand clarifies the minimum instructor grade levelsrequirements/authorizations for the conduct of leadercourses.

• Establishes linkage between TRADOC-approvedcommon core and Common Task Test (CTT)administered by units.

• Clarifies attendance and conduct criteria of newstand-alone TASS ANCOC and BNCOC Phase I,NCOES Common Cores.

• Delineates responsibilities and time line standardsfor administering the Army Physical Fitness Test(APFT) as a professional development coursegraduation requirement.

• References AR 350-1, Individual Military Educationand Training (which the current AR 350-1 will berenamed when revised).

*This regulation supersedes TRADOC Regulation 351-10, 1 May 1997.

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TRADOC Regulation 350-10

Contents

Chapter 1IntroductionPurpose ................................................................ 1-1 5References ........................................................... 1-2 5Explanation of abbreviations and terms ........... 1-3 5Responsibilities .................................................. 1-4 5Leader development and leadership ................. 1-5 14Institutional leader training andeducation levels .................................................. 1-6 14

Chapter 2Leader Training and Education GuidelinesGeneral ................................................................ 2-1 15Institutional training ......................................... 2-2 15Selection .............................................................. 2-3 16Student orientation ............................................ 2-4 17Billeting .............................................................. 2-5 17Physical fitness, weight control, and profiles .... 2-6 18Conduct of training ............................................. 2-7 19

Conduct of training ............................................. 2-7 19Student records ................................................... 2-8 21Academic test and retest ................................... 2-9 22Student recognition ............................................ 2-10 23Student dismissal .............................................. 2-11 23Student recycle .................................................... 2-12 23Small group instruction (SGI) ............................ 2-13 23Small group leader, senior small group leader andinstructor standards ........................................... 2-14 24Accreditation ....................................................... 2-15 26Course credit (constructive and equivalent) ...... 2-16 26Risk management (RM) ..................................... 2-17 28Safety and force protection ................................. 2-18 29Environmental protection and stewardship ...... 2-19 30Leadership assessment and development ........ 2-20 30Common core ....................................................... 2-21 30Common Task Test for NCO leaders ................ 2-22 31Mobilization training strategy .......................... 2-23 31

Chapter 3The Officer Education System (OES)Goals and objectives ........................................... 3-1 31Precommission training ..................................... 3-2 32Officer Basic Course (OBC) ................................ 3-3 32Captains Career Course (CCC) ......................... 3-4 33Command and General StaffOfficer Course (CGSOC) ..................................... 3-5 35Advanced Military Studies Program (AMSP) .. 3-6 36Army War College (AWC) .................................. 3-7 36Advanced Operational ArtsStudies Fellowship (AOASF) ............................. 3-8 37Pre-Command Courses (PCC) ........................... 3-9 37

Chapter 4The Warrant Officer Education System(WOES)Overview .............................................................. 4-1 40Warrant officer preappointment training ......... 4-2 40

Paragraph Page Paragraph Page

Warrant Officer Basic Course (WOBC) ............. 4-3 40Warrant Officer Advanced Course (WOAC) ...... 4-4 41Warrant Officer Staff Course (WOSC) .............. 4-5 41Warrant Officer Senior Staff Course (WOSSC) 4-6 41

Chapter 5The Noncommissioned Officer EducationSystem (NCOES)Section IGeneralBackground ......................................................... 5-1 42Selection, administration, andassignments for NCOES .................................... 5-2 42Primary Leadership Development Course (PLDC) ................................................... 5-3 42Basic NoncommissionedOfficer Course (BNCOC) .................................... 5-4 43Advanced NoncommissionedOfficer Course (ANCOC) .................................... 5-5 44Sergeants Major Course (SMC) ......................... 5-6 46Battle Staff NoncommissionedOfficer Course (BSNCOC) .................................. 5-7 46First Sergeants Course (FSC) ............................ 5-8 47Command Sergeants Major Course (CSMC) .... 5-9 47

Section IINoncommissionedOfficer Academies (NCOA)Overview .............................................................. 5-10 48NCOA staffing and organization ....................... 5-11 48

Chapter 6Civilian Leader DevelopmentArmy Civilian Training Education andDevelopment System (ACTEDS) .............. 6-1 49Intern Leadership Development Course (ILDC) 6-2 50Action Officer Development Course (AODC)(Correspondence) ................................................ 6-3 50Supervisor DevelopmentCourse (SDC) (Correspondence) ......................... 6-4 50Leadership Education andDevelopment (LEAD) Course ............................. 6-5 51Manager DevelopmentCourse (MDC) (Correspondence) ....................... 6-6 51Organizational Leadership for Executives (OLE) ...................... 6-7 51Personnel Management for Executives I and II (PME I/II) ............................. 6-8 52Sustaining Base Leadershipand Management (SBLM) Program .................. 6-9 52

AppendixesA. References ............................................... 52B. TRADOC, NCOA Organizational Structure 57

Glossary ..................................................... 58

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Chapter 1Introduction

1-1. Purpose. This regulation provides policy guidancefor conducting institutional commissioned officer (toinclude precommission), warrant officer (to includepreappointment), noncommissioned officer (NCO), andcivilian leader training and education. These policies areapplicable to The Army School System (TASS).

1-2. References. Appendix A lists required and relatedpublications.

1-3. Explanation of abbreviations and terms. Theglossary defines abbreviations and special terms used inthis regulation.

1-4. Responsibilities.

a. Commanding General (CG), TRADOC. The CG,TRADOC, executes responsibilities prescribed in ARs350-1, 140-1, and 10-87.

b. Deputy Commanding General (DCG), TRADOC. TheDCG, TRADOC, develops and integrates concepts,requirements, and experiments for future doctrine andtraining development.

c. Commanding General U.S. Army AccessionsCommand (AAC)/Deputy Commanding General InitialEntry Training (DCG-IET). The CG AAC/DCG-IET—

(1) Provides command, control, and coordination ofthe Army’s officer, warrant officer and enlisted accessionprocess from initial contact through completion of initialmilitary training.

(2) Exercises Headquarters, Department of the Army(HQDA) directed executive authority over MilitaryEntrance Processing Command.

(3) Provides command and control of all Armyrecruiting (officer, warrant officer and enlisted), and allArmy Reserve Officers Training Corps (ROTC) programs,both junior and senior.

(4) Provides command, control, and accreditation ofBasic Combat Training (BCT), Officer Basic Course(OBC), Officer Candidate School (OCS), and WarrantOfficer Candidate School (WOCS).

(5) Provides oversight authority and accreditation forenlisted Advance Individual Training (AIT).

(6) Provides mission coordination for all U.S. ArmyReserve (USAR) Institutional Training Divisions(DIV(IT)), all active Reception Battalions (REC BN),Recruiting and Retention School (RRS), and DrillSergeant Schools (DSS).

(7) Coordinate and integrate recruitment through

TRADOC Regulation 350-10

completion of initial military occupational skills (MOS)training.

(8) Serves as the precommissioning common coreexecutive agent.

d. Deputy Commanding General, Combined ArmsCenter (CAC). The DCG, CAC—

(1) Coordinates and integrates training and leaderdevelopment from completion of initial MOS trainingthrough completion of service at all training locations.

(2) Provides oversight for doctrine, training, andleader development.

e. Deputy Commanding General, Combat ServiceSupport (CSS). The DCG, CSS—

(1) Provides oversight for CSS doctrine developmentand the conduct and development of CSS training andleader development in all TRADOC CSS schools andcenters.

(2) Provides oversight for CSS technical training andCSS leader development instruction at all TRADOCschools and centers.

(3) Coordinates and integrates Army MedicalCommand and judge advocate doctrine and trainingefforts.

(4) Provides functional oversight for CSS trainingsimulations.

f. Deputy Chief of Staff for Operations and Training(DCSOPS&T). The DCSOPS&T manages commissionedofficer (to include precommission), warrant officer (toinclude preappointment), and NCO leader training andeducation. The DCSOPS&T—

(1) Develops and publishes policy guidance foranalyzing, designing, developing, standardizing,implementing, and evaluating leader training andeducation to meet the Army’s current and future needs.

(2) Assesses effectiveness and efficiency of leadertraining and education and provides recommendations toHQDA.

(3) Provides funding and manpower resources toconduct leader training.

(4) Serves as individual task manager per TRADOCReg 350-70 and manages Common Core to include:

(a) Adding, deleting, or modifying trainingrequirements.

(b) Publishing tasks and subject lists.

(c) Approving requests to add, delete, and revise

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existing tasks/subjects.

(5) Designates/appoints task proponents and issuestraining product development guidance.

(6) Ensures common core is vertically aligned withineach education system and horizontally aligned betweenthe education systems based on job and/or organizationallevel duties, roles and responsibilities.

(7) In coordination with executive agents, evaluatesthe education and training presented within theireducation and training systems per TRADOC Reg 350-70.

g. Commandant, U.S. Army Command and GeneralStaff College (CGSC). The Commandant, CGSC—

(1) Serves as executive agent for Officer EducationSystem (OES) common core, excluding theprecommissioning tasks, to ensure officer training andeducation is vertically aligned (progressive andsequential) and meets the needs of current and futureofficers. Monitors compliance with common core trainingguidance and coordinates requirements and standardswith precommissioning sources and branch schools.

(a) Budgets for perpetual maintenance of commoncore responsibilities.

(b) Triennially, conducts task selection board toupdate and revalidate the OES common core.Membership will include representatives fromappropriate major Army commands (MACOMs);National Guard Bureau (NGB); U.S. Army ReserveCommand (USARC); branch schools; other common coreexecutive agents; all precommission sources; andinterested agencies and activities. Recommends tasks tobe added, deleted, or modified to Commander, TRADOC,ATTN: ATTG-IL.

(c) Reviews and approves content of OES commoncore training products developed by task proponents.Comments of all precommission sources will beconsidered during the content approval process ofprecommission training products.

(d) Develops and submits to Army TrainingSupport Center (ATSC), common core implementationguidance to accompany each OES task.

(e) Conducts and forwards to Commander,TRADOC, ATTN: ATTG-IL, for final decision, trainingneeds analysis of subjects, topics, and/or tasksrecommended for inclusion to the common core. Analysisthat validates a new training requirement willrecommend task proponent, course(s) in which subjectshould be taught, and method(s) of training. Trainingneeds analysis will be conducted in coordination withother common core executive agents and task/trainingproponents, as required.

(2) Participates in the annual Four-Gold Conferenceconducted by the precommission sources to review,assess, and make recommendations for the planning,standardization, and implementation of precommissiontraining tasks.

(d) Directing training needs and job analysis byCommon Core executive agents.

(3) Serves as course proponent for and develops StaffProcess Phase of the Captains Career Course (CCC),Command and General Staff Officer Course (CGSOC),Pre-Command Course (PCC) (Fort Leavenworth Phase),Advanced Military Studies Program (AMSP), andAdvanced Operational Arts Studies Fellowship (AOASF)courses and corresponding programs of instruction (POI).

(4) Analyzes, designs, develops, conducts, andevaluates education and training per AR 350-1, TRADOCReg 350-70, and this regulation.

(5) Analyzes, designs, develops, and conductsleadership training for Army civilians.

h. Commander, U.S. Army Combined Arms SupportCommand (CASCOM). The Commander, CASCOM—

(1) Analyzes, designs, develops, conducts, andevaluates CSS officer, warrant officer, and NCO trainingper AR 350-1, TRADOC Reg 350-70, and this regulation.

(2) Develops and publishes CSS branch OES,Warrant Officer Education System (WOES), and careermanagement field (CMF)/MOS-specificNoncommissioned Officer Education System (NCOES)training products, soldier training publications (STP),and individual training plans (ITP) per TRADOC Reg350-70, as required.

(3) Produces training strategies to optimize trainingproductivity and effectiveness.

(4) Develops training that incorporatesmodernization efforts.

(5) Vertically and horizontally aligns CSS branchtasks in officer, warrant officer, and NCO courses.

(6) Assesses the training evaluation process atassociated schools, ensures branch-specific training is notredundant with common core, and ensures common coretraining is not redundant at each level of training.

i. Commander, U.S. Army Maneuver Support Center(MANSCEN). The Commander, MANSCEN—

(1) Analyzes, designs, develops, conducts, andevaluates maneuver support officer, warrant officer, andNCO training per AR 350-1, TRADOC Reg 350-70, andthis regulation.

(2) Develops and publishes maneuver support

TRADOC Regulation 350-10

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branch OES, WOES, and CMF/MOS-specific NCOEStraining products, STPs, and ITPs per TRADOC Reg 350-70, as required.

(3) Produces training strategies to optimize trainingproductivity and effectiveness.

(4) Develops training that incorporatesmodernization efforts.

(5) Vertically and horizontally aligns maneuversupport branch tasks in officer, warrant officer, and NCOcourses.

(6) Assesses the training evaluation process atassociated schools, ensures branch-specific training is notredundant with common core, and ensures common coretraining is not redundant at each level of training.

j. Commanding General, U.S. Army Cadet Command.CG, Cadet Command—

(1) Coordinates, integrates with otherprecommission sources, and assesses precommissioncommon core training effectiveness and efficiency, andrecommends improvements and changes that supportcommon tasks required as part of precommissiontraining.

(2) Along with other precommission sources,participates in precommission common core task review,selection, and training development process.

(3) Assesses the degree of training standardizationby ROTC, U.S. Military Academy (USMA), Federal OCS,State OCS and WOCS.

(4) Coordinates and implements the PrecommissionTraining Visitation Program with USMA, Federal OCS,and Army National Guard of the United States(ARNGUS) OCS.

(5) Participates in an annual Four-Gold Conferencewith other precommission sources to review, assess, andmake recommendations for the planning,standardization, and implementation of precommissiontraining.

(6) Coordinates with HQ TRADOC for quotas andsupport for airborne, air assault, ranger, and masterfitness training courses and the Cadet Foreign ExchangeProgram.

(7) Participates in precommission Doctrinal Reviewand Advisory Group meetings, as required.

(8) Reviews, coordinates, analyzes, and providesimpact statements regarding the Training LiteratureProgram issues affecting precommission training.

(9) Participates in the annual Tri-Service ReserveOfficer Training Corps (ROTC) Conference.

k. Commandant, U.S. Army Warrant Officer CareerCenter (WOCC). The Commandant, WOCC—

(1) Serves as executive agent for WOES commontasks, to include preappointment tasks, to ensurewarrant officer training and education is verticallyaligned (progressive and sequential) and meets the needsof current and future warrant officers. Monitorscompliance with common core training guidance andvalidates its training by branch schools.

(a) Budgets for perpetual maintenance of commoncore responsibilities.

(b) Triennially, conducts task selection board toupdate and revalidate the WOES common tasks.Membership will include representatives fromappropriate MACOM, NGB, USARC, branch schools,other common core executive agents, and interestedagencies and activities. Recommends tasks to be added,deleted, or modified to Commander, TRADOC, ATTN:ATTG-IL.

(c) Reviews and approves content of WOEScommon task training products developed by taskproponents.

(d) Develops and submits to ATSC, common taskimplementation guidance to accompany each WOES task.

(e) In coordination with task proponents, monitorscurrentness of training and conducts common coretraining effectiveness analysis per TRADOC Reg 350-70.

(f) Conducts and forwards to Commander,TRADOC, ATTN: ATTG-IL, for final decision, trainingneeds analysis of subjects, topics, and/or tasksrecommended for inclusion to the common core. Analysisthat validates a new training requirement willrecommend task proponent, course(s) in which subjectshould be taught, and method(s) of training. Trainingneeds analysis will be conducted in coordination withMACOM, other common core executive agents, and task/training proponents, as required.

(2) Serves as course proponent for and developsWOCS, Warrant Officer Staff Course (WOSC), andWarrant Officer Senior Staff Course (WOSSC) POI.

(3) Analyzes, designs, develops, conducts, andevaluates training per AR 350-1, TRADOC Reg 350-70,and this regulation.

(4) Administers the Prerequisite Studies Phase forWarrant Officer Advanced Course (WOAC).

l. Commandant, U.S. Army Sergeants Major Academy(USASMA). The Commandant, USASMA—

(1) Serves as executive agent for NCOES commontasks to ensure NCO training and education is verticallyaligned (progressive and sequential) and meets the

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current and future needs of NCOs. Monitors compliancewith common core training guidance by branch schoolsand NCO academies.

(a) Budgets for the maintenance of common coreresponsibilities.

(b) Triennially, conducts task selection boards,based on current survey input from the field, to determinecritical common tasks to be trained at all organizationlevels or in NCOES and NCO functional courses. Taskselection board membership will include representativesfrom appropriate MACOM, NGB, USARC, other commontask executive agents, and applicable TRADOCmanagement agencies and activities. Recommends tasksto be added, deleted, or modified to the Sergeants Majorof the Army Board of Directors, for concurrence, prior tosubmitting to Commander, TRADOC, ATTN: ATTG-IL.

(c) Develops, validates, approves, and distributesall NCOES common and NCO functional coursecourseware products based on task proponent-developeddoctrinal task analysis for each task approved to beincluded in professional development/functional POI.

(d) Develops and distributes NCOES coursemanagement plans and implementing instructions withall approved POI/courseware revisions as applicable.Develops and submits to ATSC, common coreimplementation guidance to accompany each NCOEStask.

(e) In coordination with task proponents, monitorscurrentness of training doctrine and conducts commoncore training effectiveness analysis per TRADOC Reg350-70.

(f) Develops vertically aligned NCOES coursedesigns and conducts coordination workshops with otherexecutive agents, to ensure horizontal alignment of tasksto be trained with corresponding course levels/targetaudiences in other education systems.

(g) Develops and submits to ATSC validateddistance learning common core courseware materials forconversion into approved software delivery (InteractiveMultimedia Instruction (IMI)) products.

(h) In coordination with MACOM, other executiveagents, and schools, as required, conducts and forwards toCommander, TRADOC, ATTN: ATTG-IL, for finaldecision, training needs analysis of subjects, topics, and/or tasks recommended for inclusion to the common core.Conducts analysis and reviews with recommended taskproponent to validate new training requirement, course(s)in which subject should be taught, and method(s) oftraining.

(2) Serves as proponent for, and develops andupdates, at least triennially, the Army Enlisted CommonSoldier Task Lists; Command Sergeants Major Course(CSMC), Sergeants Major Course (SMC), First Sergeant

Course (FSC), Battle Staff Noncommissioned OfficerCourse (BSNCOC), Advanced Noncommissioned OfficerCourse (ANCOC), Basic Noncommissioned Officer Course(BNCOC) stand-alone common cores, and PrimaryLeadership Development Course (PLDC) POI.

(3) Analyzes, designs, develops, conducts, assessestraining, and accredits NCO academies (NCOAs) per AR350-1, TRADOC Regs 350-18 and 350-70, and thisregulation.

m. Commandant, Army Management Staff College(AMSC). The Commandant, AMSC, serves as the—

(1) Proponent for, and analyzes, designs, develops,conducts, and evaluates, the Army Sustaining BaseLeadership and Management resident and non-residentprograms, and the Personnel Management for ExecutivesI and II (PME I/II) courses (per AR 350-1, TRADOC Regs350-18 and 350-70, and this regulation).

(2) Proponent for and develops the Garrison Pre-Command and the General Officer Installation Commandprograms.

n. Commandants, service schools. Commandants andtask/MOS/course proponents—

(1) Analyze, design, develop, conduct, and evaluateofficer, warrant officer, and NCO training per AR 350-1,TRADOC Regs 350-18 and 350-70, and this regulation.As an exception, executive agents will validate theircommon core training for leadership courses prior tocourseware distribution to schools for implementation.

(2) Develop and publish branch OES, WOES, andNCOES training products, STP, and ITP per TRADOCReg 350-70. (Printing of branch manuals is acommandant prerogative with resourcing provided byschools).

(3) Plan training for modernization efforts.

(4) Participate in triennial common task selectionboards.

(5) Train to standard approved common core tasksas specified in the appropriate course management planand/or implementation guidance.

(6) Perform task development functions whendesignated/appointed task proponent for a common coretask. (7) Vertically and horizontally align branch tasks inofficer, warrant officer, and NCO courses.

(8) Ensure branch-specific training is not redundantwith common core or other functional courses.

(9) Ensure assigned civilians obtain required leaderdevelopment training and education.

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(10) Select and nominate civilians for competitiveleader development programs and, as appropriate,conduct civilian leader training and education withinassigned proponency.

(11) Budget for the maintenance of common coreresponsibilities, to include—

(a) Assisting common task executive agentsconduct training effectiveness analysis.

(b) Participating in triennial common taskselection boards as needed.

(c) Updating training products.

(12) Develop officer (to include precommission) andwarrant officer (to include preappointment) trainingproducts to support common core tasks for whichassigned task proponency.

(a) Develop a Phase II end-of-course culminatingperformance exercise for each ANCOC and BNCOCNCOES course. The culminating event is meant tosimulate the NCO’s performance in an appropriatecombat environment for each MOS. These exercises willbe designed and conducted to require soldiers todemonstrate their knowledge and ability to perform theleadership, common core and technical tasks expected ofgraduates. These exercises shall be a minimum of 72hours in length, conducted under continuous operations(CONOPS) conditions and may be in the form of acommand post exercise (CPX), situational trainingexercise (STX), or field training exercise (FTX) scenario-driven or situational based academically tested/gradedevent. (Also see para 2-7f of this regulation).

(b) Conduct task analysis and develop lessonoutlines and training support products (TSP) incoordination with warrant officer and officer common taskexecutive agent(s). Provide USASMA completed taskanalysis for each task selected for inclusion in NCOEScommon core. Training products for precommission taskswill be developed in coordination with Cadet Command.

(13) Provide task analysis data per TRADOC Reg350-70.

(14) Participate in coordination meetings/videoteleconference, as required.

(15) Adjust/update training products, as necessary.

o. Commander, Army Training Support Center.Commander, ATSC—

(1) Serves as the Army training support manager forintegrating programs, products, and services that supportindividual and collective training.

(2) Reproduces and distributes common tasktraining products per TRADOC Reg 350-70.

(a) Assists task proponents and executive agentsin development of multimedia training products perTRADOC Reg 350-70. (b) Receives and coordinates training productsfrom task proponents, resolves issues, obtains OES andWOES executive agent training content approval, andverifies format consistency with TRADOC Reg 350-70.Conducts coordination meetings with OES, WOES andNCOES executive agents, task proponents, and subjectmatter experts to facilitate training productdevelopment.

(c) Produces, packages, and disseminates finishedtraining products with implementation guidance providedby common core executive agents and task proponents.

(3) Serves as Common Task Test (CTT) programmanager to include:

(a) Developing and publishing revisions to SkillLevels 1-4 Soldiers Manuals of Common Task in keepingwith current USASMA-developed, TRADOC-approved,enlisted common soldier task lists per TRADOC Reg 350-70.

(b) Developing and publishing annual Army CTTtasks selected for training and testing prior to thedesignated implementation fiscal year.

p. Army National Guard of the United States andUSAR. ARNGUS and USAR—

(1) Conducts OES, WOES, and NCOES training andprovides appropriate manning levels for TASS per AR350-1, TRADOC Regs 350-18 and 350-70, and thisregulation.

(2) Requests exceptions to policy contained in thisregulation from Commander, TRADOC, ATTN: ATTG-IL.

q. TASS commanders. TASS commanders will conducttraining per AR 350-1, TRADOC Regs 350-18 and 350-70, and this regulation.

1-5. Leader development and leadership. The terms“leader development” and “leadership” are notinterchangeable.

a. Leader development is the process of developing orpromoting the growth of confident, competent militaryand civilian leaders who understand and are able toexploit the full potential of present and future doctrine,organizations, technology, and equipment. Leaderdevelopment—

(1) Is a continuous and cumulative process ofeducation and training, experience, assessment,remediation, reinforcement, and feedback.

(2) Involves evaluating and selecting individuals forpromotion, positions of greater responsibility, andadditional duties.

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(3) Is an integrated, progressive, and sequentialprocess that involves institutional training andeducation, operational assignments, and self-development.

b. Leadership is influencing people by providingpurpose, direction and motivation while operating toaccomplish the mission and improving the organization.

c. Leadership is the product of the leader developmentprocess.

1-6. Institutional leader training and educationlevels. Much of the OES, WOES, NCOES, and civiliancurriculums are complementary in that they support thedevelopment of leaders for utilization at specificorganizational levels. It is the foundation upon whichleaders realize their maximum potential. Training andeducation usually precede significant new and higherlevels of operational assignments. It consists of branchimmaterial and branch-specific courses and functionaltraining. The courses identified below correspond to theorganizational levels listed.

a. Team/squad/intern—

(1) Officer: Precommission.

(2) Warrant Officer: WOCS.

(3) Noncommissioned Officer: PLDC and BNCOC.

(4) Civilian: Intern Leadership Development Course(ILDC) and Action Officer Development Course (AODC).

b. Platoon—

(1) Officer: Officer Basic Course (OBC).

(2) Warrant Officer: Warrant Officer Basic Course(WOBC) (including the Initial Entry Rotary WingQualification Course).

(3) Noncommissioned Officer: ANCOC.

c. Company/supervisory—

(1) Officer: CCC.

(2) Warrant Officer: WOAC.

(3) Noncommissioned Officer: FSC.

(4) Civilian: Supervisor Development Course (SDC)and Leadership Education and Development Course(LEAD).

d. Battalion and above/manager/executive—

(1) Officer: CGSOC.

(2) Warrant Officer: WOSC and WOSSC.

(3) Noncommissioned Officer: BSNCOC, SMC, andCSMC.

(4) Civilian: Manager Development Course (MDC),Organizational Leadership for Executives (OLE), PME I/II, Sustaining Base Leadership and Management(SBLM) Program, and Senior Executive Service (SES)Training Courses.

Chapter 2Leader Training and Education Guidelines

2-1. General. This chapter contains general policies andadministrative procedures for officer (to includeprecommission), warrant officer (to includepreappointment), NCO, and civilian leader training andeducation.

2-2. Institutional training.

a. Institutional leader training and education goals.Leader development goals and leader duties, missions,and responsibilities at specific organizational levels formthe basis of learning objectives designed to—

(1) Produce leaders who have the ability to executedoctrine and strategy.

(2) Develop leaders capable of planning andexecuting worldwide peace and wartime missions in awide range of operational environments.

(a) Plan and execute independent operationswithin commander’s intent, show initiative, takecalculated risks, and exploit opportunities.

(b) Develop and implement flexible operationalplans, readily understood by all, which provide purpose,direction,and motivation.

(c) Effectively integrate advanced technology withthe human dimension to demonstrate tactical andtechnical competence in building cohesive teams.

(3) Provide progressive and sequential training thatprepares leaders for future operational assignments.

(4) Incorporate doctrine and strategy changes, asthey occur.

(5) Provide vertically and horizontally alignedtraining products for institutional, unit, and self-development training.

b. Course content. Course content is based on leadertraining goals and objectives, as well as duties,responsibilities, and missions to which graduates will beassigned.

(1) Tasks. Course tasks are the individualleadership, technical, and tactical tasks leaders must

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perform to successfully accomplish specific duty positionrequirements. Individual tasks will not be trained inisolation, but will be combined with other tasks to reflectthe reality of operational environments.

(2) Conditions. Tasks will be trained and evaluatedunder conditions approximating operationalenvironments for projected peacetime and wartimemissions. During training, students will be exposed tofrequently changing and progressively more difficultconditions. Small group leaders (SGLs)/instructors willinsert realistic situational challenges which requireprogressively higher performance levels.

(3) Standards. Performance standards will equal orexceed requirements for successfully performing tasks orrelated missions in an operational wartime environment.Standards will include requirements for students torapidly grasp changes in situations and conditions.Standards will also require students to exercise initiativeby independently planning and/or executing doctrine-based actions within commander intent that steadilyfocus on the assigned mission.

c. Functional courses. Functional training providesskills required for operational assignments. Award of askill identifier, additional skill identifier (ASI), or specialqualification identifier (SQI) code usually recognizesfunctional course completion.

d. The Army Training System (TATS) Course. Allcomponents will use TATS courseware developed perTRADOC Reg 350-70.

2-3. Selection. Commanders will adhere to therequirements found in ARs 140-158 and 350-1 for theselection process and criteria for attendance at eachcourse. Prerequisites for each course will be published ineach school’s appropriate Army Training Requirementsand Resource System (ATRRS) catalog. Insuring soldiersmeet established course qualifications and prerequisitesis an individual and unit commander responsibility.Commanders will use the automated preinspectionchecklist posted in ATRRS, which is the Army’s system ofrecord to be used to validate a soldier’s trainingqualification status. Soldiers arriving at schools notmeeting these requirements will be denied enrollmentand returned to their unit.

2-4. Student orientation. Commandants and/or TASStraining commanders will post their student orientationinformation under their respective school codes to theschool header (SH) screen in ATRRS. Information will bekept current at all times. Units and students may nowaccess the student orientation material on the ATRRShomepage. (Note: DA Pam 351-4 is no longer current inmany cases). If ATRRS access is not available, studentinformation will be mailed to the student’s unit no laterthan (NLT) 45 days prior to the course start date.Student orientation materials will be provided attendeesin sufficient time to acquire materials and items requiredto bring to school when reporting for training. These

materials should also be available on the school web site.Upon arrival, commandants will conduct a formalorientation with each class during in-processing. Thisorientation must include—

a. Course scope/overview and enrollment prerequisites.

b. An explanation of the student’s course evaluationplan they will be issued.

c. Providing student orientation materials for studentswho did not receive their orientation materials prior toarrival.

d. Billeting, mess, financial, and support information.

e. Clothing, equipment, documents, and other itemsrequired for course attendance and a listing of prohibiteditems.

f. Installation and local community informationincluding appropriate e-mail address and telephonenumbers.

2-5. Billeting. Installation commanders will make everyeffort to billet students on post. Students not in atemporary duty (TDY) status will not be required tomaintain course-related bachelor officer/enlisted quartersfor which the student must pay. NCOES billeting priorityis PLDC, BNCOC, and ANCOC. Within localconstraints—

a. Students attending PLDC will be billeted at theNCOA the entire course in squad-size bays to keepclasses, small groups, and squads together as much aspossible.

b. Students attending BNCOC will be billeted in two-to four-person rooms with adequate living and studyfacilities.

c. Students attending ANCOC will be billeted in one ortwo-person rooms with adequate living and studyfacilities. If billeting, as prescribed above, is notavailable, ANCOC students will be billeted in bachelorenlisted quarters, visiting enlisted quarters, or off post.Note: NCOA commandants may allow locally assignedANCOC and BNCOC students (those attending who arewithin a 50 mile radius of their home station) to reside intheir local unit or government/civilian quarters as long as all course leadership roles,performance and academic evaluation requirements/standards can be met.

d. Noncommissioned Officer Education Systemstudents will not be billeted with soldiers attending AIT.If billeting in the same building with AIT soldiers isunavoidable, access to respective living areas must berestricted.

e. Adherence to above policy will be reviewed duringaccreditation visits. Noncompliance will be noted in the

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initial Quality Assurance (QA) program accreditation reportas a higher headquarters issue and documented on the nextvisit’s report as a critical deficiency, if conditions have notimproved and no plan has been initiated by the organizationto upgrade facilities to meet minimum standards.

2-6. Physical fitness, weight control, and profiles. SeeARs 40-501, 350-1, and 600-9, National GuardRegulation (NGR) 40-501 and TRADOC Reg 350-18. AllActive Component (AC) and Active Guard Reserve (AGR)officers, warrant officers and NCOs who reach the age of40 will receive their over 40 physical, to include acardiovascular medical screening program (CVSP) priorto arrival at OES, WOES, NCOES or functionalprofessional development courses. All other soldiers whohave reached the age of 40, whose last periodic physicalwas within the last 5 years, will receive a CVSP inconjunction with their next periodic physical examination.Per AR 40-501, for over 40 soldiers who have had aperiodic physical within the last 5 years, there is no needto require a CVSP prior to continuing physical training orparticipating in APFT. Over 40 soldiers arriving atschools who have not had a periodic physical within thelast 5 years will be denied enrollment and not be allowedto start the course curriculum. This policy will beincluded in all proponent developed course managementplans per TRADOC Reg 350-70, and included in futureeditions of the pre-execution checklists found in TRADOCReg 350-18.

a. School’s SGLs/instructors will not be assigned toduty with a profile that precludes them from performingall of their duties (i.e., running, marching, or wearing ofrequired equipment, etc.). Exceptions to this policy areSMC and CSMC SGLs/senior small group leaders(SSGLs), who are not required to conduct studentperformance or academic evaluations on these tasks aspart of the course curriculum requirements.

b. Per DA message R251850Z Jul 01, subject:Clarification and Reinforcement of Army TrainingPolicies, attendees of OES and WOES will pass the Armyphysical fitness test (APFT) prior to their coursegraduation date. Noncommissioned Officer EducationSystem and NCO functional course (First Sergeant/Battle Staff Courses) attendees will be administered thestandard APFT within the first 72 hours of enrollment.Those who fail this initial test will be given one retest tobe administered sometime between academic day 7 and14. Without exception, students must pass the APFTprior to the end of the course or phase (whichever occursfirst) to graduate. BNCOC and ANCOC students mustpass the APFT before the end of Phase I (common core).In all cases, soldiers who fail the APFT retest will bedropped/dismissed from the course for failure to meetAPFT standards. Soldiers failing the initial APFT andfound medically unqualified to retest within the requiredperiod of time will receive a medical dismissal, (for non-prejudicial medical reasons), returned to their unit, andallowed to be rescheduled to attend another class whenmedically capable.

c. Students attending NCOES, NCO functional and NCOlevel reclassification courses will be weighed-in/taped inaccordance with (IAW) AR 600-9 for compliance withArmy height and weight standards at the beginning ofeach course. Soldiers that are TDY en-route will bescreened prior to departing their home station/losingcommand. Their height and weight data will be recordedon their TDY orders (DD Form 1610, block 16) or on theirpermanent change of station packet. Soldiers exceedingthe screening table weight in table 1 will not be allowedto depart until their commander has determined theymeet Army body fat composition standards. Studentsarriving at schools not meeting the standards, will bedenied enrollment in the course or phase and returned totheir unit.

d. Students with temporary profiles that prohibit fullparticipation in the completion of course requirementswill be denied enrollment. Students will not be sent to orenrolled in NCOES courses holding a temporary profile(except for shaving or non-performance deterring profiles),or if they are pregnant, unless the soldier’s attendingphysician provides written documentation that states thesoldier can perform/participate in all course physicalperformance requirements. This includes APFT,marching, and field training exercises. Soldiers will alsonot be allowed to attend NCOES courses during therecovery period that follows the end date of a temporaryprofile. Active duty/AGR soldiers holding a permanentP3/P4 profile must arrive for training with a signed copyof their Medical Review Board. Reserve Component (RC)soldiers must possess a complete copy of their DA Form3349 to be enrolled. Soldiers with a permanent profilewill be allowed to attend professional developmentcourses and train within the limits of their profileprovided they can otherwise meet all course prerequisitesand graduation requirements. The NCOA commandantmay dismiss a soldier from a course or refuse to enroll asoldier in NCOES whenever they determine that due to asoldier’s permanent or temporary profile restrictions, thesoldier would not be able to complete 100 percent of thecourse requirements to Army/course minimum standards.(For example, APFT, FTX, lanes training exercise (LTX),wear load bearing equipment, perform evaluatedperformance tasks, etc.)

e. An APFT is not required for enrollment orgraduation at Phase II ANCOC or BNCOC, or at MOSreclassification courses/training. Soldiers will not berequired to take an APFT during these courses.Therefore, no APFT entry is required for DA Form 1059completion purposes for these Phases/courses.

2-7. Conduct of training. Commandants will ensuretraining is conducted and evaluated per the principleslisted in Field Manual (FM) 25-100 in conjunction withFM 25-101 (Note: both manuals to be revised as new “3”series FM publications). Noncommissioned OfficerAcademy commandants will use the training scheduleformat outlined in FM 25-101.

a. Prior to enrollment, students must be fully capable

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of performing supporting individual tasks and the tasksrequired in the next lower level course. Commandantsmay evaluate student capabilities through appropriatetesting, and if necessary, provide remedial training,recycle to a later class, or return to unit of assignmentthose students who do not meet course prerequisites or donot have the required minimum skills. Remedialtraining will be scheduled when applicable on thetraining schedule, but will not be conducted duringnormal POI time.

b. Schools will train tasks only at the skill levelprescribed for each course.

c. Student training, SGL, SSGL and instructors.

(1) School staffs, faculties, SSGL, and trainingdepartments will supervise and support SGL, instructors,and students, and ensure commitment to training,educating, and developing each student.

(2) Trained, qualified, certified, and experiencedSGL, SSGL, and instructors will conduct and supervisestudent training (SSGLs may be used as SGLs as theNCOA commandant deems necessary to accomplish thetraining mission or as temporary fill-ins when shortagesof by-grade SGLs dictate the need to do so). Small groupleader-to-student ratios will be sufficient to ensurestudent control and supervision and facilitate teaching,coaching, mentoring, and developing individual studentleadership skills to the level for which training isprovided. (See paragraph 2-13.)

(3) Small group leaders, SSGLs, and instructors willprovide students with progressive and sequentialtraining, accurate evaluations, and timely feedback viatask performance after action reviews.

(4) When applicable, SGLs, SSGLs, and instructorswill use mission orders to convey training objectives.Mission orders will clearly articulate the commander’sintent. Small group leaders, SSGLs, and instructors willensure students use mission orders to demonstrate athorough understanding of the mission and thecommander’s intent.

d. Training environments must enhance learning,encourage student initiative, require students to attainand sustain high levels of discipline, have defined,publicized, and enforced standards, and focus onpreparing the student to lead soldiers through training,maintenance, deployment, and sustained tacticaloperations in support of unit missions.

e. When possible, students will be given opportunitiesto gain experience by leading and/or training soldiers inother courses (for example, conduct marksmanship andphysical fitness or CTT training for advanced individualtraining students).

f. Commandants will use proponent-developed end-of-course (Phase II) CPX, FTX, STX, or LTX, virtual or live,

in the field or at a job site, as a culminating eventdesigned to evaluate (Go/No-Go) the soldier’s ability toperform the terminal learning objectives of the course tograduate. These events will be at least 72 hours inlength, be scenario driven and conducted under CONOPSconditions. Leader development course proponents willpublish minimum guidelines and evaluation criteria forexercise execution in the course management plan of eachcourse they develop.

g. Student evaluations. Small group leaders andinstructors will—

(1) Determine if the student has demonstrated asufficient level of competency to pass the course IAW thestudent evaluation plan as prescribed in TRADOC Reg350-70.

(2) Conduct developmental counseling to providestudents information on their strengths and weaknesses,and courses of action to improve performance.

(3) Consolidate and analyze student performanceevaluations near the end of the course and at intervalsappropriate to course length as determined by thecommandant/Course Management Plan (CMP). Smallgroup leaders, SSGLs, and instructors will providestudents documented feedback and will use analysisresults to determine ratings for completing DA Form1059 (Service School Academic Evaluation Report (AER))and course academic records and reports. Records andreports must adequately support appropriateadministrative action for students who fail to meetcourse requirements.

(4) Complete an AER (DA Form 1059) for allstudents per AR 623-1. Whenever possible, studentsshould receive a copy of their completed AER atgraduation. However, although Army policy allows forcompletion within 60 days after graduation, at aminimum, students will be provided an opportunity toreview their draft AER prior to departure. Writtencomments in block 16 will be tailored for each individual.

h. Training material. Sufficient quantities of the mostcurrent training products will be maintained for eachclass.

(1) Training support package and examinationmaterial.

(2) Lesson reference files and course changes.

(3) All training aids and devices referenced in thecurrent lesson plans.

(4) Student issue materials including advancesheets, supplemental readings, compact discs, studenthandouts, reference books, practical exercises, andsolution sheets.

(5) At least one visitor folder will be available in

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each classroom. See TRADOC Reg 350-18 for visitor’sfolder contents.

2-8. Student records.

a. The SGL or instructor will create a file for eachstudent containing—

(1) Leadership position evaluations.

(2) Counseling records.

(3) Copy of DA Form 705 (for PLDC, and ANCOC/BNCOC Phase I only).

(4) Test/exam scores. (Do not file copies of test/examanswer sheets in student records.)

(5) DA Form 1059.

(6) Copy of student’s course attendance pre-executionchecklist

(7) Copy of any waivers soldier needed to attendcourse, signed by first general officer in his/her chain ofcommand.

(8) Other student performance evaluation recordsand supporting documentation listed in TRADOC Reg350-18, paragraph 3-28.

b. Commandants will maintain student academicrecords per AR 25-400-2 (File Number: 351-1f, leaderscourse evaluations). As an exception for accreditationstandards validation, student academic records will bemaintained for a minimum of 12 months after coursegraduation date/phase completion date at the school codelocation.

c. Test control officers will separately retain testanswer sheets and associated student papers until coursecompletion, at which time they will be destroyed. Testanswer sheets of non-graduates and early releases will beretained/secured separately from the graduate studentattendance records files for 24 months before destruction.

2-9. Academic test and retest. Criterion-referencedtests, tailored to measure performance abilities, will beused to measure student proficiency per TRADOC Reg350-70. IAW TRADOC memorandum, ATTG-CD, 6 Oct01, subject: Student Academic Measurement/TestingPolicyGuidance course proponents will establish theminimum standard (academic score percentage), forwritten and performance tests, used to determinesuccessful completion of a block of instruction and/or acourse. Course proponents must spell out thesestandards in a written evaluation plan to be issued toeach student upon enrollment. Proponents must alsoinclude these standards in course management plans andimplementing instructions, if course is taught at morethan one training location/site. Commandants must test,retest, pass, fail, dismiss, and honor students IAW the

policy and procedures in this regulation and the studentevaluation plan.

a. After remedial training, commandants may retestone time those students who fail to achieve establishedminimum written or performance standards on anobjective.

b. Retest scores will be annotated in student courserecords along with counseling and remediationdocumentation. However, students who require and passa retest will receive the minimum passing score for thatevent and will automatically be removed from classhonors consideration (except in the case of IMI self-pacedinstruction). Commandants will dismiss soldiers fromthe course who fail to meet minimum passing standardsor academic score on any performance or written retest.

c. Certain exceptional circumstances may arise duringtraining that might require a second retest (such as thesudden illness or emergency removal of the studentduring the retest administration, or during the NCOESstudent’s appeal process a disinterested sergeant majordetermines that another retest is warranted). Basedupon a determination and documentation by thecommandant that these exceptional circumstances exist,the student is deemed to not have completed the retestand will be retested again. This option must be listedwithin the student evaluation plan for a course.

d. Commandants will dismiss students from thecourse who fail to meet performance standards for agraduation requirement, and/or require extraordinaryassistance to remain in the course.

e. School commanders and commandants will followthe dismissal and student appeal procedures found inARs 135-175, 350-1, and 600-8-24.

f. Every effort will be taken to insure that coursetesting instrument integrity/security is maintained. As aminimum, schools will maintain test materials in asecure location that is inaccessible to students with testinstruments and answer keys kept in separate vault/filecontainers. Test material security procedures will beincluded in each school’s/NCOA’s testing standingoperating procedures and other applicable test controlpublications. Each school’s/NCOA’s appointed testcontrol officer will maintain records of test instrumentdestruction.

2-10. Student recognition. See AR 350-1.

2-11. Student dismissal. See ARs 135-175, 350-1, and600-8-24.

2-12. Student recycle. Academic recycles. Aftercoordination with and approval of the appropriatepersonnel command and/or individual’s unit,commandants may recycle a student once (reenroll astudent in a class or phase that follows the class they arein). Coordination for recycling RC students will be

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through the local RC liaison office. However, academicrecycles will be limited to only extraordinarycircumstances, that is, a student who (through illness,injury, emergency leave, or other unavoidablecircumstances) misses a significant portion (beyond thescope of after-hours make up or remedial training/testing)of evaluated training required for graduation.Commandants must test, retest, pass, fail, dismiss, andhonor students IAW the policy and procedures in thisregulation and the student evaluation plan.

2-13. Small group instruction. Small group instructionshifts the teaching methodology from «what to think» to«how to think» and places learning responsibility on thestudent through group participation and assignments asdiscussion leaders. As an exception, students will not beused as discussion leaders in PLDC.

a. Small group instruction will be used in CGSOC,CCC, WOSSC, WOSC, WOAC, CSMC, SMC, FSC,BSNCOC, ANCOC, BNCOC, and PLDC.

b. As exceptions, use of SGI—

(1) Is not authorized in OBC.

(2) Will be a commandant’s choice in OCS, WOBC,WOCS and ROTC. If so, commandants will accomplishwith existing resources.

c. An SGL-to-student ratio of 1:12-16 is required inSGI, with the exception of PLDC, which will be 1:6-8. Anexception may occur during MOS technical phase(s) whenTRADOC Manpower Activity validates a larger orsmaller group size because of equipment or facilitiesrestrictions. However, a class will not be conducted aboveor below these ratios without prior approval of thecommandant/CG or his designated representative in therank of colonel or higher. As an exception, theCommandant, USASMA is approval authority forNCOES common core Phase I regardless if it is taughtseparately or congruently with MOS technical phase(s).

d. School commandants will man their NCOAs withqualified SSGLs at a minimum ratio of 1:8 (one SSGL toevery eight SGL assigned or attached). Exception to thisrule is PLDC, where the SSGL-to-SGL ratio at thesecourse-training locations will be maintained at a ratio of1:4 (one SSGL for every four SGLs). For NCOES PLDC,BNCOC and/or ANCOC, SSGLs must have had previousfield unit platoon sergeant or equivalent level assignmentexperience to be assigned as a SSGL. ANCOC and/orBNCOC SGLs (as applicable) will be a graduate of bothPhase I and Phase II before performing duties as a SGL.Likewise, all SMC/CSMC SSGLs and SGLs must havecompleted at least one field unit assignment as asergeant major/Command Sergeant Major (CSM) to beassigned to instructional positions or assume SSGL orSGL duties required for the conduct of these courses.

2-14. Small group leader, senior small group leaderand instructor standards. The success of institutional

training depends on having experienced SGLs, SSGLsand instructors who are leadership mentors, role models,and teachers. Small group leaders, SSGLs andinstructors conduct leadership assessments, counseling,and assist students to identify strengths, weaknesses,and actions to improve performance. They areresponsible for student physical conditioning, control,discipline, and administrative requirements; trainingspecified common core tasks in all courses; and trainingand reinforcing specified branch tasks in branch courses.Minimum SGL, SSGL and instructor training andqualification standards are contained in TRADOC Reg350-70. Additionally—

a. Commandants or designated representatives—

(1) Will ensure soldiers selected to be SGLs meet thegrade, MOS and skill level/assignment experience criteriaand physical fitness capabilities of the course they will beassigned to conduct/mentor. SGLs must be of like-MOS(except for PLDC and BNCOC or ANCOC Common Core)and be a graduate of the courses they teach, except asdescribed in paragraph 2-14a(3) below.

(2) For pilot/newly fielded courses, will ensure SGLand instructors complete a train-the-trainer course tomeet qualification criteria outlined in the CMP andreceive constructive credit as outlined in AR 350-1.

(3) For low-density MOS BNCOC and ANCOC, orwhen soldier attends the Phase I TASS Common Core atan approved location other than his/her MOS proponentschool, commandants may substitute other like-levelcareer progression SGLs in a different MOS whenqualified SGLs are not available in the correct MOS.Substitute SGLs must satisfy CMP qualificationrequirements.

(4) Will provide SGLs, SSGLs and instructors aquarterly written evaluation (except for part-timeNCOAs where infrequent class scheduling may only allowevaluations opportunities semi-annually). Theseevaluations are useful in incentive and recognitionprograms, as well as for TRADOC-wide competition.

(5) Will maintain file per AR 25-400-2 (FileNumber: 351b, Instructor information) containingfollowing information—

(a) Documentation of qualification credentials.(Document showing Instructor Training Course and SGIcourse graduate, meets height/weight standards, andpassed last APFT.)

(b) Updated copy of DA Form 2-1 (PersonnelQualification Record, Part II/Enlisted Record Brief) or DAForm 4037 (Officer Record Brief), as appropriate.

(c) Copy of current DA Form 705.

(d) Copy of all written quarterly evaluations forthe past 12 months.

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Note: See web site www.rmd.belvoir.army.mil/markstit.htm for MARKS file supporting information.

b. Small group leaders, SSGLs and instructors willmeet specific grade standards. However, during timeswhen a school is short the required number of by-gradeSGLs for a course, commandants may use SGLs who areone grade higher than specified. Soldiers not meeting theminimum skill level/grade standards, or more than onegrade higher, will not assume SGL, SSGL or instructorduties without prior written approval of the courseproponent commandant/CG or their designatedrepresentative in the rank of colonel or higher. Thefollowing specific course SGL/instructor criteria apply:

(1) Command and General Staff Officer Course—lieutenant colonel or senior major that is CGSOC, orequivalent, graduate.

(2) Captains Career Course—

(a) Branch-specific phase—major or seniorcaptain.

(b) Staff process training phase—lieutenantcolonel.

(3) Officer Basic Course (instructor)—captain(command experience preferred).

(4) Warrant Officer Senior Staff Course—ChiefWarrant Officer, CW5.

(5) Warrant Officer Staff Course—Chief WarrantOfficer, CW4.

(6) Warrant Officer Advanced Course—ChiefWarrant Officer, CW3.

(7) Warrant Officer Basic Course—Chief WarrantOfficer, CW2.

(8) Warrant Officer Candidate School—ChiefWarrant Officer, CW2.

(9) Sergeants Major Course—sergeant major* withprior assignment experience as a sergeant major.

(10) First Sergeant Course—master sergeant withprior first sergeant/detachment sergeant experience.

(11) Battle Staff Noncommissioned Officer Course—master sergeant* with prior unit battle staff assignmentexperience.

(12) Advanced Noncommissioned Officer Course—sergeant first class* with prior assignment experience ina Skill Level 4 duty position.

(13) Basic Noncommissioned Officer Course—staffsergeant* with prior assignment experience in a SkillLevel 3 duty position.

(14) Primary Leadership Development Course—staffsergeant* with prior assignment experience in a SkillLevel 3 duty position.

(15) Senior SGL for PLDC, BNCOC, ANCOC–sergeant first class*.

*See DA Pam 611-21, table 11-1. As an exception, acertified PLDC or BNCOC SGL may continue instructorduties for up to 2 years after promotion to sergeant firstclass (SFC).

c. Noncommissioned Officer Academy commandantswho lack sufficient numbers of the minimum gradesrequired are authorized to utilize NCOs no more than onegrade higher than specified to conduct the training.Soldiers not meeting the minimum grade and/or morethan one grade higher than required will not assume or beassigned NCOES SGL or instructor duties. Thisaccommodation does not change the grade tables in DAPam 611-21.

2-15. Accreditation. TRADOC Regs 350-18 and 350-70govern accreditation. TRADOC accreditation evaluationreports, report of corrective actions, and proponentevaluations will be maintained for use during the nextaccreditation visit.

2-16. Course credit (constructive and equivalent).See AR 350-1.

a. Types of credit.

(1) Constructive credit may be granted in lieu ofcourse attendance based on duty assignment history andpast academic experiences. Individual must possess thesame skills and qualifications as course graduates.

(2) For OES and WOES, see AR 350-1.

b. Noncommissioned Officer Education System specificcourse credit.

(1) Soldiers that successfully complete any of thefollowing training may be granted PLDC NCOES courseequivalency.

(a) Reserve Component Primary LeadershipCourse.

(b) Reserve Component PrimaryNoncommissioned Officer Course.

(c) Reserve Component Primary LeadershipDevelopment Course. (Reserve Component soldiers maycomplete RC PLDC in one of two options, either in fullannual training (AT)/active duty training (ADT) mode orvia the two-phased combination inactive duty training(IDT) and ADT IAW the proponent course managementplan and implementation instructions).

(d) Reserve Component-BNCOC (must have

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completed Phase I and II) or RC-ANCOC (Phase I).

(e) United States Marine Corps (USMC) NCOCourse.

(f) United States Marine Corps LeadershipCourse or USMC NCO Leadership.

(g) United States Marine Corps NCO BasicCourse.

(h) United States Marine Corps Staff NCOAdvance Course (taught at Quantico, VA only).

(i) United States Marine Corps Resident StaffNCO Career Course (taught at Quantico, VA only).

(j) The Sergeant Course and Infantry SquadLeader Courses (taught at Camp Pendleton only). NOTE:The Squad Leader Courses taught at Marine CorpDivisions do not meet PLDC POI equivalencyrequirements.

(k) Officer Candidate School (AC/RC OCS fromany service).

(l) Officer Basic Course (OBC from any service).

(m) Officer Advanced Course (from any service).

(n) CAS3 (or equivalent course from any service).

(o) Command and General Staff Officer’s Course(CGSOC or equivalent course from any service).

(p) Reserve Officers Training Corps AdvancedCamp (ROTC from any service).

(q) Warrant Officer Candidate School (AC/RC U.S.Army or USMC WOCS).

(2) Currently, no U.S. Air Force, Navy or MarineCorps courses will be recognized for ANCOC or BNCOCPhase I SACC credit.

c. Noncommissioned Officer Education Systemequivalency documentation.

(1) Soldiers must provide DA Form 1059 (studentacademic report) or service equivalent documentation togain equivalency credit.

(2) For equivalency purposes under option two, DAForm 1059 must be provided for both Phase I and PhaseII.

(3) The policy outlined above (per TRADOC Message050523Z May 93) represents the authority for PersonnelService Centers to grant AC-PLDC and other courseequivalency for attendance at recognized DA andTRADOC-approved TASS course POIs.

(4) In all cases, an outline of the individual’s priorleadership and technical training and experiences, alongwith supporting documentation, (to include a ATRRSprintout on the soldier) will be attached to DA Form 4187(Personnel Action). Submit this information throughcommand channels and the course proponent forconsideration by the appropriate personnel command, asfollows:

(a) Active Component. Commander, PERSCOM,ATTN: TAPC-EPT-FN.

(b) United States Army Reserve. Commander,AR-PERCEN, ATTN: ARPC-EP.

(c) Army National Guard of the United States.Chief, National Guard Bureau, ATTN: NGB-ARP-E.

(5) Active and RC soldiers promoted to their currentrank prior to 1 October 1992 are considered as NCOES-qualified commensurate with their current rank.

(6) Individuals will be granted equal credit forsuccessfully completing institutional training conductedeither at a TASS school battalion or at a proponentresident school when the conditions below are met.Course completion documentation in the individual’srecords will not differentiate between modes ofinstruction.

(7) Training is conducted in the schoolhouse,proponent-accredited TASS school battalions, or theirfunctionally aligned teaching sites.

(8) Instructors are proponent-certified.

(9) Proponent developed, certified, and approvedTASS courseware is utilized. (Reserve Componentsoldiers will be credited for successfully completingproponent developed, certified, and approved ReserveComponent Configured Courseware course until newTASS courseware is fielded.)

(10) Request for equivalency credit for Phase IANCOC or BNCOC must be routed to CommandantUSASMA, 11291 SGT E Churchill St, Fort Bliss, TX79918-8002, with copy furnished Commander TRADOC,5 Fenwick Road, ATTN: ATTG-ILN, Fort Monroe, VA23651-1049, for approval.

(11) The proponent MOS school (not HQ TRADOC)must approve request for equivalency credit for ANCOCor BNCOC MOS Phase II

2-17. Risk management (RM).

a. In accordance with FM 100-14, RM is a five-stepprocess integrated into training decisionmaking toidentify and eliminate unnecessary risk by—

(1) Identifying potential hazards that may beencountered during mission or task performance.

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(2) Assessing hazards.

(3) Making decisions and developing controls.

(4) Implementing appropriate controls to reduce oreliminate hazards.

(5) Supervising mission/task performance to includeevaluating performance to adjust as needed andincorporating lessons learned into future actions.

b. Commandants will—

(1) Adhere to TRADOC risk assessment decisionauthority levels in all training operations, per TRADOC385-2, paragraph 4-4.

(2) Establish course safety standards and integratesafety/caution statements, RM decisions, and fratricideprevention actions into appropriate training documents.

(3) Ensure leader course graduates possess the skillsand knowledge to conduct high-risk training andoperations safely and successfully. Risk managementmust be integrated throughout all training in such a wayas to provide realistic, mission-oriented applications. Toachieve the desired endstate, RM must be reinforced,practiced, and individual students evaluated. This willoccur through practical hands-on application during thetraining of common core and branch tasks taught underoperational conditions.

(4) Include RM and fratricide prevention in coursetests.

c. Safety standards. Leader safety training willinclude progressive and sequential RM and fratricideprevention training.

2-18. Safety and force protection.

a. Force protection must be an integral part of missionplanning by including RM in the decisionmaking process.Risk management eliminates unnecessary risk to theforce and the mission, minimizes fratricide, and avoidsaccidental injury to soldiers and damage to equipment.Force protection responsibilities continue around theclock, both on and off duty.

b. Safety in training and training safely are notsynonymous. Safe training is achieved by integratingsafety in the planning, development, and conduct oftraining per FMs 25-100 and 25-101. Leaders mustcommit to accomplishing missions without unnecessarilyjeopardizing lives and equipment. They must recognizeunsafe behavior while making prudent risk decisions anddeveloping operational processes to minimize hazards.

c. Training safety consists of three interlocking tiers.

(1) Tier 1: Commander validates soundness of trainingand evaluates plans for safety and resolving safetyissues.

(2) Tier 2: First line leader identifies necessaryactions by responsible individuals, establishes a systemto monitor training safety, and focuses on adherence tostandards.

(3) Tier 3: Individual ensures soldiers look afterthemselves and others and know how to recognize unsafeconditions and acts.

2-19. Environmental protection and stewardship.

a. Leaders are the Army’s environmental stewards.They have a professional and personal responsibility to—

(1) Understand and support the environmentalprogram.

(2) Integrate into every mission the Army’s vision tobe a national leader in environmental and naturalresource stewardship for present and future generations.

b. Leaders use the same five-step process defined inparagraph 2-17, above, to identify, eliminate, or reduceenvironmental risks whenever possible. Detailedprocedures are contained in TC 3-34.489, and FM 3-100.4.

2-20. Leadership assessment and development. Schoolswill use FM 22-100 as a guide to implement a standardleadership assessment process to evaluate studentleadership values, attributes, skills and actions (VASA).Information obtained from the process will be the basisfor course leadership grades and AER. Minimumprogram requirements include—

a. Student assessments.

b. Counseling that includes identification of strengths,weaknesses, and developmental needs.

c. Assisting students in identifying courses of action toimprove their performance.

2-21. Common core. The TRADOC-approved commoncore task lists contain the approved common soldier andleadership tasks selected for training, and common to allleaders for each specified skill level, grade and/ororganizational level of assignment, regardless of branchor career management field. The common core task listswill be comprised of all approved critical commonmilitary and common leader tasks selected for officer (toinclude precommission), warrant officer (to includepreappointment), and NCO professional developmentleader education and training courses.

a. For horizontal alignment purposes, tasks includedin the common core are the sole source of common leadertraining requirements and are published under theauthority of CG, TRADOC. Common core consolidates allcommon soldier, common leader, and directed/mandatedtraining into a single task or subject list for each officer(to include precommission), warrant officer (to include

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preappointment), and noncommissioned officer leadertraining and education courses. The use of terms otherthan «common core» to describe training of this nature isnot authorized.

b. Common core training products will be applieduniformly in the appropriate courses and trained tostandard. Training time for each task may differ or beadjusted by the proponent school commandant accordingto target audience based on the progressive andsequential course designs. The common core task list andTSPs can be found on the Reimer Digital Library forofficers and warrant officers, and on the USASMAhomepage for NCOES/NCO functional courses. Bothsites are linked to the TRADOC homepage.

c. The common core critical task list will be updated/revalidated triennially through Occupational Data,Analysis, Requirements, and Structure soldier jobanalysis surveys, followed by task selection boards.TRADOC DCSOPS&T will oversee and executive agentswill conduct these boards to validate the critical tasks tobe trained at each organizational level. Common coreexecutive agents will be represented along with subjectmatter experts from U.S. Army Forces Command andTRADOC schools. The board will focus on horizontalalignment of tasks to be trained across all threeprofessional development systems (OES, WOES andNCOES). The specific course designers at each executiveagent will determine the site, method, and media to beused to deliver the training in order to achieve verticalalignment and sequencing in a progressive andsequential manner per TRADOC Reg 350-70.

d. Recommended changes to the TRADOC approvedcommon core task list will be considered, in coordinationwith the executive agents, at any time.Recommendations with justification will be forwarded onDA Form 2028, through the chain of command, toCommander, TRADOC, ATTN: ATTG-IL.

2-22. Common Task Test for NCO leaders. Commontask test evaluates leader proficiency in the performanceof selected common tasks at specific skill levels. Thesource of CTT tasks for leaders is the TRADOC-approvedenlisted common soldier task list, as follows: a.Primary Leadership Development Course common coretasks for Skill Level 2. b. Basic NoncommissionedOfficer Course common core tasks for Skill Level 3. c.Advanced Noncommissioned Officer Course common coretasks for Skill Level 4.2-23. Mobilization trainingstrategy. Mobilization training strategy is contained inTRADOC Mobilization Operations, Planning andExecution System (TMOPES), AR 690-11, and DA Pam690-47.

Chapter 3The Officer Education System (OES)3-1. Goals and objectives. The goal of OES is toproduce a corps of broadly based officer leaders who—

· are fully competent in technical, tactical, and leaderVASA;

· are knowledgeable of “how the Army runs”;· 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 processbeginning with precommission training and education.

a. The OES prepares officers for increasedresponsibilities and successful performance at the nexthigher level. It provides precommissioning, branch, andleader development training to develop officers to leadplatoon, company, battalion, and higher levelorganizations.

b. Officer Education System is a combination ofbranch-immaterial and branch-specific courses providingprogressive and sequential training throughout anofficer’s career. Regardless of branch affiliation, thecommon thread tying all OES training is the TRADOC-approved common core, which is fully incorporated into allOES courses.

3-2. Precommission training. Precommissioningprograms are varied, yet complementary. United StatesMilitary Academy, ROTC, and Federal/State OCSeducate and train cadets/officer candidates and assesstheir readiness and potential for commissioning assecond lieutenants. Precommission sources share acommon goal that each graduate possesses the character,leadership, and other attributes essential to progressiveand continuing development throughout a career ofexemplary service to the Nation.

a. United States Military Academy. The USMAprovides a 4-year curriculum leading to a Bachelor ofScience degree and commissioning as a second lieutenant.Selection for attendance is through various appointmentprograms. Policy guidance is contained in AR 351-17.

b. Reserve Officers Training Corps. The ROTC offerscollege students an opportunity for commissioning assecond lieutenants through 2-, 3-, and 4-year curricula invarious academic disciplines necessary to meet ActiveArmy and RC requirements. Policy guidance is containedin AR 145-1.

c. Officer Candidate School. Officer Candidate Schoolis a branch-immaterial course conducted by the U.S.Army Accessions Command (USAAC) and OCS battalionof TASS leadership brigades. It provides active and RCwarrant officers and enlisted soldiers an opportunity toearn commissions as second lieutenants in the ActiveArmy, Army Reserve, and National Guard. OfficerCandidate School also serves as a rapid expansioncapability for officer training upon mobilization. The

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Commander USAAC, in coordination with Chief,National Guard Bureau, maintains the OCS program ofinstruction.

(1) Federal OCS. Policy guidance is contained in AR350-51.

(2) Army National Guard of the United States StateOCS. Policy guidance is contained in NGR 351-1.

3-3. Officer Basic Course (OBC). The OBC is abranch- specific qualification course that provides newsecond lieutenants an opportunity to acquire the leader,tactical, technical and VASA needed to succeed at theirfirst duty assignment. Some branch OBC graduates(military intelligence or chemical for example) are trainedfor success as a battalion staff officer. Graduates of OBCare recognized by Military Education Level (MEL) code 7and are trained to—

a. Prepare their platoon, squads, teams, leaders,soldiers, and their equipment for peace and wartimemissions.

b. Control, lead, supervise, discipline, train, developsubordinate leaders, and care for subordinates and theirfamilies.

c. Plan, schedule, supervise, execute, assess, andassign responsibility for mission training.

d. Plan, initiate, supervise, and assign responsibilityfor platoon level personnel, administration, and supplyactions.

e. Plan, supervise, assess, and assign responsibility forthe safe use, maintenance, security, storage, andaccountability of personal and organizational equipmentand materiel.

f. Advise the commander on the status of platoon/squad training, discipline, equipment maintenance, andpersonnel readiness.

3-4. Captains Career Course (CCC). The CCC is amultiple-phased course providing captains anopportunity to acquire the leader, tactical, technical, andVASA needed to lead company-size units and serve atbattalion and/or brigade staff levels.

a. The first phase is branch-specific training. Captainslearn to—

(1) Establish and maintain a disciplined commandclimate which—

(a) Has defined, publicized, and enforcedstandards.

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

(c) Provides fair and equal treatment and opportunitiesfor leaders and soldiers with different education,experience, proficiency levels, ethnic backgrounds, andgender.

(d) Encourages initiative, self-discipline, learning,and individual/team performance.

(e) Requires leaders and soldiers to acceptresponsibilities, accomplish assigned tasks, and performtheir duties to standard.

(2) Execute the unit’s assigned missions.

(a) Plan, resource, schedule, assign responsibility,supervise, execute, and evaluate short-range, near-term,and long-range actions that progressively accomplishrequirements relevant to the company’s preparation forknown and anticipated missions.

(b) Lead, assist, advise, and supervise subordinateleaders as they prepare platoons, squads, teams, leaders,soldiers, and organizational and individual equipment fortheir defined role in the company’s mission.

(c) Train and prepare subordinate leaders formission-related duties, protect them from outsideinterference, and focus their actions and efforts onattaining and sustaining the required levels of missionreadiness.

(3) Command, control, lead, supervise, discipline,train and develop subordinates, and care for subordinatesand their families.

(4) Develop the unit mission essential task list andtraining plan. Schedule, resource, supervise, execute, andevaluate company and sub-unit individual and collectivetraining.

(5) Plan, supervise, and evaluate unit leader trainingand development, and personnel, administration, supply,maintenance, safety, environmental and security actions.

(6) Plan, supervise, and evaluate the safe use,maintenance, security, storage, and accountability of unitequipment and material.

(7) Administer Uniform Code of Military Justice(UCMJ) at the company level.

(8) Advise the battalion level commander and staffon 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 processtraining that the student receives at the Combined Armsand Services Staff School, Fort Leavenworth, KS. Usingbattalion, brigade, division, and installation scenarios toprovide skills necessary for success in single service, joint,

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and combined environments, captains learn to function asstaff officers by improving their abilities to analyze andsolve military problems, communicate, and interact asmembers of a staff. Through a broadened understandingof Army operations, organizations, and procedures,students complete scenario-based exercises emphasizingthe processes of problem analysis, solution development,and staff officer coordination. Exercises involve realisticproblems related to training, mobilization, staff planningfor unit deployment, and combat operations.

(1) Attendance is mandatory for all officers; however,the respective branch proponents determine attendancerequirements for selected special branches.

(2) Students will attend this phase in a «TDY andreturn» status ONLY. This is essential to maintain theCCC as a single permanent change-of-station course withan embedded TDY phase IAW The Joint Federal TravelRegulations (per Deputy General Counsel of the Armydecision, dated 23 Jan 98).

(3) Resident attendance is mandatory for ActiveGuard-Reserve captains with less than 13 yearscommissioned service who were not enrolled or completedCGSOC, or its equivalent, as of 1 Oct 86.

c. The CCC for reserve officers is phased for captains toreceive—

(1) Most common core and some branch-specificinstruction, as well as staff process diagnostic in non-resident mode.

(2) Branch-specific training in a resident mode, atproponent schools, during one ADT period.

(3) Staff process training normally in 8 IDT periodsand a 2-week ADT period or in an accelerated version of 2ADT periods.

d. Officers do not receive course credit until all phasesare completed successfully. Branch commandants willaward MEL code 6 upon successful completion of branch-specific training. Upon successful completion of staffprocess training, branch commandants will award MELcode N to denote CCC completion. This procedureaccounts for those students authorized delays betweenphases, special branch officers not required to attendstaff process training to achieve branch qualification, andRC officers who complete the two phases in differenttraining years.

e. Upon successful completion of all required phases,CCC diplomas will be awarded. As exceptions, thefollowing officers will receive diplomas at the conclusionof branch-specific training:

(1) Special branch officers not required to attendstaff process training to achieve branch qualification.

(2) International Military Students (IMS) and U.S.

sister service officers who are not authorized to attendstaff process training.

(3) Reserve component officers will receive separatediplomas for branch specific training and staff processtraining. This is required to make RC captains eligiblefor promotion during the 3-4 year timespan required forthem to complete the CCC.

f. In most cases, CCC quotas for IMS will not exceedmore than two per small group. As an exception, a thirdIMS may be programmed if the student is from a DA-exempt country. Identification of DA-exempted countriesmay be requested from TRADOC Security AssistanceTraining Field Activity. Additionally, IMS will be testedand must achieve minimum oral English languageproficiency prior to enrollment.

3-5. Command and General Staff Officer Course(CGSOC). The CGSOC educates promotable captainsand majors in the values and practice of the profession ofarms. It emphasizes tactical and operational skillsrequired for warfighting at the corps and division levels.Graduates of CGSOC are recognized by MEL code 4 andreceive credit for Joint Professional Military EducationPhase I. Military education level 4 can also be achievedthrough the Air Command and Staff College, the NavalWar College, the U.S. Marine Corps Command and StaffCollege, the Western Hemisphere Institute for SecurityCooperation Command and Staff College, and foreignmilitary colleges approved/validated by CGSOC.Currently, CGSOC has a resident course and two non-resident options.

a. Resident. Active Component officers are consideredfor a 10-month resident attendance at Fort Leavenworthduring an eligibility window that opens upon selection formajor. Fifty percent of each year group by basic branchand functional area are selected during two annualconsecutive boards. The goal is for attendance to occurbetween the 10th and 13th years of service. Additionalskill qualification as strategist, joint planner, historian,or space operations is available through the electivesprogram. The opportunity is also available withadditional academic effort to pursue a Master of MilitaryArts and Science degree. The 19-week ReserveComponent Course is conducted each academic yearconcurrent with term 1 of the CGSOC. ReserveComponent Course students are integrated with CGSOCstudents.

b. Nonresident (correspondence and distributedclassroom). The nonresident version is equivalent to theresident course for satisfying career schoolingrequirements. Nonresident CGSOC, which must becompleted within 36 months of enrollment, is presentedin two formats:

(1) The corresponding studies «S» format isorganized into four sequential phases consisting of anumber of subcourses. Each subcourse is a self-containedblock of instruction containing one or more examinations

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graded by CGSC School of Corresponding Studies(SOCS). Several subcourses require submission ofwritten requirements, which are subjectively graded.

(2) RC instructors in TASS school battalionsworldwide present the distributed classroom “M” format.This option is also organized into four sequential phaseswith subcourses equivalent to those in the correspondence«S» option. Each subcourse contains one or moreexaminations and written requirements. Many of therequirements are graded by the TASS school battalions,which report grades to SOCS.

c. Qualified RC officers must enroll in the CGSOC orequivalent level course before completing 18 years totalcommissioned service.

d. Active Component warrant officers and enlistedsoldiers with a reserve commission (dual componentcontrol group) may enroll, but must attend the ADTphases either at their own expense, or on TDY if theirheadquarters will fund this training.

e. Department of Army civilians, General Schedule(GS)-11 or above, whose duties require knowledge of thesubject matter in the curriculum, may enroll in thecorrespondence option. A senior rater memorandum ofrecommendation must accompany the application.Defense contractors are ineligible.

f. Foreign military personnel who meet eligibilityrequirements must receive prior approval from TRADOCSecurity Assistance Training Field Activity to enroll in oraudit the nonresident course. See AR 12-15.

3-6. Advanced Military Studies Program (AMSP). TheAMSP is an 11-month curriculum offered to selectedCGSOC (and equivalent service college) graduates andallied officers leading to award of a Master of MilitaryArt and Science degree. Following graduation, studentscomplete the final part of the program by serving on adivision or corps staff or in a U.S. Army SpecialOperations Command-designated operational staffposition.

3-7. Army War College (AWC). Various senior servicecolleges (SSC) offer capstone professional militaryeducation. The Army SSC is AWC at Carlisle Barracks,PA. The AWC prepares selected military, civilian, andinternational leaders to assume strategic leadershipresponsibilities in military or national securityorganizations. It educates leaders and the Nation on theemployment of land power as part of a unified, joint, ormultinational force in support of the national militarystrategy; researches operational and strategic issues; andconducts outreach programs that benefit the AWC, theArmy, and the Nation. Senior service college graduatesare recognized by MEL code 1. To achieve its objectives,AWC—

a. Conducts resident, nonresident, and othereducational programs to develop the competence of

military, civilian, and international leaders to—

(1) Distinguish the uniqueness of strategic levelleadership.

(2) Manage change by applying resources to theprocess for translating strategy into force requirementsand capabilities.

(3) Advise on the role of the military, in concert withother elements of national power, in national securitystrategy formulation.

(4) Analyze threats and other factors that affect U.S.interests.

(5) Apply strategic thought to U.S. national securitydecisionmaking process.

(6) Develop theater strategies, estimates, andcampaign plans to employ unified, joint, andmultinational forces.

(7) Synthesize critical elements of warfare at thestrategic and operational levels.

b. Conducts additional related educational courses,programs, and seminars.

c. Conducts an International Fellows Program forselected senior officers of foreign countries.

d. Conducts student and faculty strategic-levelresearch projects in support of the Army, other militaryissues, warfare, programs and policies, and the militaryprofession.

e. Maintains close and continuing workingrelationships with TRADOC to ensure synchronization ofOES objectives.

f. Maintains liaison with other elements of themilitary educational system and civilian educators.

3-8. Advanced Operational Arts Studies Fellowship(AOASF). The AOASF is a 2-year senior service college-level program that produces operational planners forassignment to unified commands. Advanced OperationalArts Studies Fellowship includes graduate-levelacademic courses, travel to commander-in-chiefheadquarters, and practical exercises in campaignplanning. Graduates are recognized by MEL code 1.

3-9. Pre-Command Courses (PCC). Brigade andbattalion-level command designees attend one or more ofthe following PCCs prior to assuming command.

a. Branch-specific PCC. Instruction, provided at theofficer’s branch school, focuses on tactical and technicalaspects of command. Attendance is mandatory for all ACand RC command designees.

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(1) Active Component command designees attend priorto assuming command.

(2) U.S. Army Reserve command designees areencouraged to attend within one year of assumingcommand.

(3) Designees assuming non-IET TRADOCcommands only attend their branch-specific PCC and thebranch-immaterial PCC.

e. Garrison PCC. Attended by colonels and lieutenantcolonels centrally selected to command garrisons, areasupport groups, and base support battalions, as well asselected civilian executive assistants, Garrison PCCfocuses on installation, MACOM, and HQDA-levelcommand, leadership, and management issues andrelationships. Curriculum, focusing on existing andemerging issues affecting and influenced by people,dollars, facilities, logistics, organizations, and doctrine,includes—

(1) Civilian personnel management.

(2) Labor relations/partnerships.

(3) Appropriated and nonappropriated financialmanagement.

(4) Facilities and infrastructure management.

(5) Environmental management.

(6) Mobilization and deployment operations.

(7) National, state, and local governmentinteractions.

(8) Media relations. (9) Application of the ArmyPerformance Improvement Criteria. (10) Morale,welfare, and recreation operations.

f. U.S. Army Recruiting Command (USAREC) PCC.USAREC PCC prepares incoming brigade commandersfor a command assignment in USAREC. Attendance ismandatory.

g. U.S. Army Cadet Command (USACC) PCC.USACC PCC prepares incoming region, brigade, andbattalion commanders, and their command sergeantsmajor designees for a command assignment in ROTC.Attendance is mandatory

Chapter 4The Warrant Officer Education System (WOES)

4-1. Overview. The goal of WOES is to develop a corps ofhighly specialized experts and trainers who are fullycompetent in technical, tactical, and leadership VASA;creative problem solvers able to function in highlycomplex and dynamic environments; and proficientoperators, maintainers, administrators, and managers of

b. Branch-immaterial PCC. Instruction conducted bythe CGSC School for Command Preparation, focuses onup-to-date information on Army-level policy, programs,and special items of interest listed below. Attendance ismandatory for all AC and (on a seat-availability basis)RC brigade and battalion command designees.

(1) Leader development.

(2) Training management.

(3) Doctrine.

(4) Command team seminar.

(5) Equal opportunity.

(6) Safety/risk management.

c. Tactical Commanders Development Program(TCDP). Attended by selected command designeesfollowing branch-immaterial PCC, TCDP consists of twocourses:

(1) Tactical Commanders Development Course,which provides training on the synchronization of combatand combat support functions during offensive anddefensive operations. Instruction includes—

(a) Battlefield synchronization.

(b) Intelligence preparation of the battlefieldplanning.

(c) Course of action analysis.

(d) Commanders concept.

(e) Mission analysis.

(f) Computer wargaming.

(2) Battle Commanders Development Course,attended by maneuver commanders only, which providessituation-based training for—

(a) Command decision-making process.

(b) Commanders estimate.

(c) Battle command.

(d) Tactical vignettes and simulations.

d. TRADOC PCC. See TRADOC Reg 350-6. TRADOCPCC prepares initial entry training (IET) brigade andbattalion command designees and command sergeantsmajor designees for assignments to BCT, AIT, or one-station unit training organizations. Additionally, IETcommand designees attend their branch-specific PCC andthe branch-immaterial PCC.

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the Army’s equipment, support activities, and technicalsystems. Warrant officer leader development is acontinuous process beginning with preappointmenttraining and education..

a. The WOES prepares warrant officers to successfullyperform in increasing levels of responsibility throughoutan entire career. The WOES provides thepreappointment, branch MOS-specific, and leaderdevelopment training needed to produce technically andtactically competent warrant officer leaders forassignment to platoon, detachment, company, battalion,and higher level organizations.

b. The WOES is a combination of branch-immaterialand branch-specific courses providing progressive andsequential training throughout a warrant officer’s career.Regardless of branch affiliation, the common thread tyingall WOES training is the TRADOC-approved commoncore, which is fully incorporated into all WOES courses.4-2. Warrant officer preappointment training. Qualifiedapplicants are selected for warrant officer candidatestatus by centralized U.S. Army Recruiting Commandboards, specified branch proponents, or State AdjutantsGeneral. Policy governing warrant officer selection andappointment is contained in AR 135-100. All warrantofficer candidates (AC and RC) must attend the residentWOCS at Fort Rucker, AL.

a. Warrant Officer Candidate School is a MOS/branchimmaterial course conducted by the WOCC. Its purposeis to assess the potential of candidates to becomesuccessful Army warrant officers, and to provide trainingin basic officer and leader competencies. Evaluation andtraining occur in a mentally and physically demandingenvironment.

b. Contingent upon certification by a branch proponentthat they are technically and tactically qualified foraward of an authorized warrant officer MOS, WOCSgraduates are appointed to warrant officer, grade WO1.Certification follows successful completion of a WOBC ora proponent prescribed alternative certification method.

4-3. Warrant Officer Basic Course (WOBC). TheWOBC (including the Initial Entry Rotary WingQualification Course) is the MOS-specific training andtechnical certification process conducted by branchproponents to ensure all warrant officers have attainedthe degree of leadership, technical and tacticalcompetence needed to perform in their MOS at theplatoon through battalion levels. Training isperformance-oriented and focuses on technical skills,leadership, effective communication, unit training,maintenance operations, security, propertyaccountability, tactics, ethics, and development of andcaring for subordinates and their families. Graduates ofWOBC are recognized by MEL code 7.

a. Branch proponents are responsible for developingand updating WOBC training and technical certificationstandards. b. To verify prior obtainment (mastery) of

the skills/knowledge taught within WOBC, branchproponents will develop alternative certification pretestsfor RC warrant officers per TRADOC Reg 350-70. Testsshould consist of both written and hands-on componentsthat measure existing skill and knowledge. The intent isto reduce the length of time needed to train and certifyRC warrant officers that possess all or part of thetechnical and tactical skills required for MOScertification.

c. Authority and responsibility for warrant officertechnical and tactical certification are exclusivelyassigned to the personnel proponents identified in AR600-3. All warrant officer appointees must, as acondition of continued warrant officer service, successfullycomplete the MOS certification process within the timeestablished on appointing orders. d. Personnelproponents will certify AC and RC warrant officers whosuccessfully complete WOBC. Reserve Componentwarrant officers may also be certified upon successfulcompletion of an approved alternative certificationmethod.

4-4. Warrant Officer Advanced Course (WOAC). TheWOAC is MOS-specific designed to build on the tasksand VASA developed through previous training andexperience. The course provides Chief Warrant Officers ingrade CW3 the leader, tactical, and technical training toserve in company and higher-level positions. Primaryfocus is directed toward leadership skill reinforcement,staff skills, and advanced MOS-specific training.Graduates of WOAC are recognized by MEL code 6.Warrant Officer Advanced Course training consists of twocomponents—

a. Prerequisite studies. A nonresident phaseadministered via computer-based distance learning. TheWOCC is the proponent. Training is common to allWOAC and emphasizes staff and communicative skills.Warrant officers are eligible to enroll for this phase oftraining at their second year of warrant officer service andmust be enrolled NLT their fourth year. b. Residentcourse. Consists of in-depth branch proponent-developedand administered MOS-specific technical training andbranch-immaterial training that includes leadership,ethics, communication, military law, and personnelmanagement.

4-5. Warrant Officer Staff Course (WOSC). TheWOSC is a branch-immaterial resident course conductedat the WOCC, Fort Rucker, AL. The course focuses on thestaff officer tasks, leadership skills, VASA andknowledge needed to serve in grade CW4 positions atbattalion and higher levels. Instruction includesdecisionmaking, staff roles and functions, organizationaltheory, structure of the Army, budget formation andexecution, communication, training management,personnel management, and special leadership issues.Graduates of WOSC are recognized by MEL code 4.

4-6. Warrant Officer Senior Staff Course (WOSSC).The WOSSC is the capstone for warrant officer

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professional military education. This branch-immaterialresident course is conducted at the WOCC, Fort Rucker,AL, and provides warrant officers with a broader Armyperspective required for assignment to grade CW5-levelpositions as technical, functional, and branch systemsintegrators and trainers at the highest organizationallevels. Instruction focuses on “how the Army runs” (forceintegration) and provides up-to-date information onArmy-level policy, programs, and special items ofinterest. Graduates of WOSSC are recognized by MELcode 1.

Chapter 5The Noncommissioned Officer Education System(NCOES).

Section IGeneral

5-1. Background.

a. The goal of NCOES and NCO training is to prepareNCOs to lead and train soldiers who work and fight undertheir supervision and assist their assigned leaders toexecute unit missions.

b. The NCOES consists of PLDC, BNCOC, ANCOC,and SMC. Both PLDC and SMC are branch-immaterialcourses, while BNCOC and ANCOC include branch-immaterial common core and branch-specific training.Branch immaterial functional courses are BSNCOC,FSC, and CSMC. Common core will be fully incorporatedinto NCO training IAW the appropriate CMP. Exceptionto this is the Stand-Alone TASS Phase I USASMAANCOC and BNCOC Common Cores that are listed inATRRS separately. Noncommissioned Officer EducationSystem ANCOC/BNCOC technical phase MOSproponents will only list and include Phase I as part oftheir MOS course administrative data for instructorcontact hours purposes as “developed by other –USASMA Common Core.” Successful completion ofPhase I is a prerequisite for attendance at ANCOC orBNCOC phase II MOS-specific training courses.Exception to this policy is when the Phase II is conductedat Interservice Training Review Organization,Department of Defense (DOD) or a joint service schoolwhere scheduling of quotas is not controlled by U.S. TotalArmy Personnel Command (PERSCOM) or other Armyelement. c. The NCOES courses provide NCOs with progressiveand sequential leader, technical, and tactical trainingthat is relevant to duties, responsibilities, behaviors andmissions they will be required to perform in operationalunits after graduation. Training builds on existing VASAand experience.

5-2. Selection, administration, and assignments forNCOES. See AR 614-200, NGR 600-200 and AR 350-1.

5-3. Primary Leadership Development Course(PLDC). The PLDC is a branch-immaterial courseconducted at NCOA worldwide and TASS school

battalions, which provides basic leadership training forsoldiers selected for promotion to sergeant. PrimaryLeadership Development Course provides an opportunityto acquire the leader VASA and knowledge needed tolead a team-size unit, and serves as the foundation forfurther training and development. Graduates of PLDCare recognized by MEL code X IAW Enlisted Distributionand Assignment System (EDAS) input into StandardInstallation Division Personnel System (SIDPERS).Training focuses on—

a. Self-discipline.

b. Demonstrating professional ethics and values.

c. Leading, disciplining, and developing soldiers.

d. Soldier performance-oriented counseling.

e. Planning, conducting and evaluating individual andteam-level performance-oriented training.

f. Caring for soldiers and their families.

g. Establishing the foundation for further training andleader development.

5-4. Basic Noncommissioned Officer Course (BNCOC).The BNCOC provides soldiers selected for promotion tostaff sergeant an opportunity to acquire the leader,technical, tactical, VASA and knowledge needed to leadsquad-size units. Training builds on experience gained inprevious training and operational assignments. Branchschools and selected TASS school battalions conduct thiscourse. Graduates of BNCOC are recognized by MELcode V. Training focuses on—

a. Preparing unit and subordinate elements for peaceand wartime missions and contingencies.

b. Planning, supervising, and executing tasks andmissions assigned to squad-size units.

c. Leading, supervising, disciplining, training, anddeveloping subordinates.

d. Planning, scheduling, supervising, executing, andassessing the unit’s mission-essential training.

e. Planning, initiating, and supervising personnel,administration, and supply actions.

f. Planning, supervising, and assessing the safe use,maintenance, security, storage, and accountability ofpersonal and organizational equipment and material.

g. Caring for subordinates and their families.

h. Active Component soldiers will be scheduled inATRRS to attend BNCOC Phase I common core and MOStechnical training sequentially within the same fiscalyear. Active Component soldiers may attend Phase I

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common core at full resident NCOAs, via videoteletraining (VTT), or at the nearest TASS training site.

i. The first general officer in the AC soldier’s chain ofcommand may grant a waiver extension of up to 6 monthsor until the next Phase II technical MOS course startdate, whichever occurs first.

j. Reserve Component BNCOC common core trainingrequires formal school attendance one weekend permonth for 6 consecutive months or 2 weeks AT/ADT.Soldiers must begin branch-technical training within 24months of completing common core training. Request forwaiver to the 24-month requirement will be forwardedthrough command channels for approval by the firstgeneral officer in the soldier’s chain of command asfollows:

(1) An additional 12 months may be granted forcogent reasons by the first general officer in the soldier’schain of command. However, soldiers must beginBNCOC branch-technical training within 36 months ofcompleting common core Phase I training. Soldiers willreport to school with a copy of the approved waiver andthe DA Form 1059 indicating successful completion ofPhase I.

(2) An additional 12 months (added to the 36months) may also be granted by the first general officer inthe chain of command for a reclassification trainingrequirement incurred following completion of commoncore training (soldier must start branch-technicaltraining within 48 months of completing common coretraining). Soldiers will report to school with a copy of theapproved waiver and both common core and MOSreclassification training DA Forms 1059.

(3) Any AC/RC soldier that exceeds their maximumwaiverable NCOES time line attendance windows, asapplicable in paragraphs 5-4 or 5-5, must submit anexception to policy through the first general officer in thesoldier’s chain of command, to Commander, TRADOC,ATTN: ATTG-I. This request packet must include thefollowing:

(a) Memorandum requesting exception to policy.

(b) Army Training Requirements and ResourceSystem printout showing soldier’s course attendancerecord and available course start dates.

(c) Any documentation that supports the soldier’sclaim for the exception requested.

(d) DA Form 1059 for completion of Phase Itraining.

(e) Name, e-mail address, phone and FAX numbersof soldier’s unit POC.

5-5. Advanced Noncommissioned Officer Course(ANCOC). The ANCOC provides soldiers selected for

promotion to sergeant first class an opportunity toacquire the leader, technical, tactical VASA andknowledge needed to lead platoon-size units. Trainingbuilds on experience gained in previous operationalassignments and training. Branch schools and selectedTASS school battalions conduct this course in a live-inlearning environment. Graduates of ANCOC arerecognized by MEL code T. Training focuses on:

a. Preparing unit and subordinate elements for peaceand wartime missions and contingencies.

b. Planning, supervising, and executing tasks andmissions assigned to platoon-size units.

c. Leading, supervising, disciplining, training, anddeveloping subordinates.

d. Planning, scheduling, supervising, executing, andassessing the unit’s mission essential training.

e. Planning, initiating, and supervising personnel,administration, and supply actions.

f. Planning, supervising, and assessing the safe use,maintenance, storage, security, and accountability ofpersonal and organizational equipment and material.

g. Caring for subordinates and their families.

h. Active Component soldiers will be scheduled inATRRS to attend ANCOC phase I common core and MOSbranch technical training sequentially within the samefiscal year. Active Component soldiers may attend PhaseI common core at resident, via VTT, or at the nearestTASS training site.

i. Active Component commanders will send ANCOC/SFC promotion selectees to Phase I and II whenscheduled by PERSCOM. Commanders must notifyPERSCOM NLT 45 days from the scheduled course dateif this soldier is physically unable to attend on the datescheduled. In all cases, PERSCOM will be the finalapproval granting authority on requests for classdeferments.

j. Reserve Component soldier attendance at ANCOCcommon core training requires formal school attendanceone weekend per month for 6 consecutive months or 2weeks AT/ADT. Soldiers must begin branch-technicaltraining within 24 months of completing common coretraining. Request for waiver to the 24-monthrequirement will be forwarded through commandchannels for approval by the first general officer in thesoldier’s chain of command as follows:

(1) An additional 12 months may be granted forcogent reasons by the first general officer in the soldier’schain of command. However, soldiers must beginANCOC branch-technical training within 36 months ofcompleting common core Phase I training). Soldiers willreport to school with a copy of the approved waiver and

25

the DA Form 1059 indicating successful completion ofPhase I (third year).

(2) An additional 12 months (added to the 36months) may also be granted by the first general officer inthe chain of command for a reclassification trainingrequirement incurred following completion of commoncore training (soldier must start branch-technicaltraining within 48 months of completing common coretraining). Soldiers will report to school with a copy of theapproved waiver and both common core and MOSreclassification training DA Forms 1059.

(3) Any AC/RC soldier that exceeds their maximumwaiverable NCOES time line attendance windows, asapplicable in paragraphs 5-4 or 5-5, must submit anexception to policy through the first general officer in thesoldier’s chain of command, to Commander, TRADOC,

ATTN: ATTG-I. This request packet must include thefollowing:

(a) Memorandum requesting exception to policy.

(b) Army Training Requirements and ResourceSystem printout showing soldier’s course attendancerecord and available course start dates.

(c) Any documentation that supports the soldier’sclaim for the exception requested.

(d) DA Form 1059 for completion of Phase Itraining.

(e) Name, e-mail address, phone and FAXnumbers of soldier’s unit POC.

5-6. Sergeants Major Course (SMC). The SMC is abranch-immaterial course for master sergeants and firstsergeants selected for promotion to sergeant major, andfor recently promoted sergeants major. (The DA boardmay also select non-promotable master sergeants and/orfirst sergeants for early attendance.) The SergeantsMajor Course is a task-based, performance-oriented,scenario-driven course that includes instruction inleadership, combat operations, and sustainmentoperations. Specific areas of study include team building,communicative skills, national military strategy, trainingmanagement, force projection, and professionaldevelopment electives. The course integrates the learningobjectives of the battle staff NCO course, and masterfitness training. A corresponding studies program is alsoavailable, which consists of resident and non-residentphases. Graduates of SMC are recognized by MEL codeS.

5-7. Battle Staff Noncommissioned Officer Course(BSNCOC). The BSNCOC is a two-phase branch-immaterial functional course for staff sergeants throughsergeant major selected for staff assignments.Curriculum phases and attendance criteria are asfollows:

a. Phase I is the preresident phase (self-study package)including an exam taken via the Internet. Battle staffdesignees will have 60 days to complete Phase I beforeattending the resident phase (Phase II) of the course.Phase II can be completed in one of three methods andcourse lengths. The soldier may complete Phase II viaresident attendance either at USASMA (Fort Bliss, TX),at one of the USASMA delivered VTT training sites,located in both CONUS and OCONUS, or at the NCOAat Fort McCoy, WI.

b. Training focuses on managing day-to-day operationsof a battalion level or higher command post.

c. The prerequisites for attending the BSNCOC courseare:

(1) Be a staff sergeant through sergeants major.

(2) Assigned to a valid ASI coded 2S position IAWDA Pam 611-21.

(3) Meet the height and weight guidelines IAW AR600-9.

(4) Pass an APFT during Phase II as a graduationrequirement.

d. Active Component requests for training should beforwarded through local approval authority (for example,G3, Director of Plans, Training, Mobilization, andSecurity (DPTMS)) who submits an A1 application toPERSCOM requesting a school seat in ATRRS. ReserveComponent requests for training are submitted asfollows: Troop Program Units forward requests fortraining through their MACOM for approval. ActiveGuard Reserve forwards requests through the Full TimeSupport Management Division for approval. NationalGuard Units requests for training should be forwardedthrough their major subordinate command who submitsrequests to the state Plans Operations and TrainingOfficer for approval.

e. Graduates of BSNCOC are awarded the ASI 2S.

5-8. First Sergeants Course (FSC). The FSC is a two-phased branch-immaterial functional course for first-time first sergeant designees. Curriculum phases andattendance criteria are as follows:

a. Phase I is the preresident phase (self-studypackage) including an exam taken via the Internet. Firstsergeant designees will have 60 days to complete Phase Ibefore attending Phase II. Phase II consists of 15 trainingdays (resident or VTT). All Active Army sites conductPhase II over a 3-week training period. The ReserveComponent Training Institutions will conduct Phase II in15 consecutive training days.

b. Training focuses on leader, technical, and tacticaltasks relevant to missions, duties, and responsibilitiesassigned to leaders of company-size units. Training

26

expands previously acquired skills, knowledge, andexperience by adding company-level functional areas suchas personnel, administration, maintenance, training,supply, security, UCMJ, etc.

c. In accordance with AR 614-200, paragraph 8-21, allActive Army first-time first sergeants will attend theFSC prior to assumption of duties.

d. The prerequisites for attending the FSC are:

(1) Be a SFC, SFC(P), or master sergeant.

(2) Be an ANCOC graduate. First sergeantdesignees in rank of SFC must complete one year ofservice after graduation from ANCOC prior to attendingFSC.

(3) Be a selectee for, or filling a valid first sergeantor detachment sergeant position.

(4) Meet the height and weight guidelines IAW AR600-9 for Phase II enrollment.

(5) Pass an APFT during Phase II as a graduationrequirement.

e. Active Component requests for training should beforwarded through local approval authority (for example,G3, DPTMS) who submits an A1 application toPERSCOM requesting a school seat in ATRRS. ReserveComponent requests for training are submitted asfollows: Troop Program Units forward requests fortraining through their major subordinate command forapproval. Active Guard Reserve forward requeststhrough the Full Time Support Management Division forapproval. National Guard Units requests for trainingshould be forwarded through their major subordinatecommand who submits requests to the state PlansOperations and Training Officer for approval. Graduatesof FSC are recognized by MEL code R.

f. FSC graduates are recognized by SQI «M».

5-9. Command Sergeants Major Course (CSMC). TheCSMC is a branch-immaterial course conducted atUSASMA for newly appointed CSM. The CSMCprepares individuals for battalion-level CSM assignmentand includes a program for spouses.

Section IINoncommissioned Officer Academies (NCOA)

5-10. Overview.

a. Noncommissioned Officer Academies conducttraining in a challenging leadership-intensiveenvironment designed to reinforce leadership andprofessional skills as part of student academic trainingand embedded in the daily routine.

b. Branch proponents and selected MACOM and

installations establish NCOA per AR 350-1 and thisregulation.

5-11. NCOA staffing and organization.

a. The NCOA commandant is a CSM who works underthe supervision of a MACOM, installation, or divisioncommander and that commander’s CSM.

b. Staffing of NCOA is governed by the ManpowerStaffing Standards System (MS3). NoncommissionedOfficer Academy manpower is identified by managementdecision package «TSGT.»

c. Commandants will attach and/or assign to theNCOA sufficient numbers of full-time SGLs, by MOSmix, and SSGLs, by CMF mix, required to train theirprogrammed NCOES annual, by course, student loads.

(1) The SGL assigned to conduct each course/classwill mentor and evaluate their students from day onethrough course graduation and complete separate DAForm 1059s on each student enrolled at the end of bothcommon core and MOS technical training. It is theTRADOC Commander’s intent that except whereprohibited due to safety concerns/constraints, theassigned or attached SGL should teach, coach, mentor,counsel and evaluate their students to the maximumextent possible during the conduct of all NCOES courses.

(2) The SGL MOS will be immaterial for the conductof Phase I stand-alone ANCOC/BNCOC Common Core.However, for quality mentoring purposes, it is desiredthat a like CMF/MOS SGL be used to train soldiers whoreceive Phase I and II of their ANCOC or BNCOCcongruently at their MOS proponent NCOA/school.

(3) Proponent NCOES students will not beadministratively handed off, released, or turned over tothe school’s technical training departments at the end ofPhase I ANCOC or BNCOC. While the proponent school’stechnical training departments may be responsible fordelivering the MOS-specific curriculum, the NCOAcommandant will remain responsible for each student’sstatus. An assigned or attached academy SGL willremain in control of all NCOES attendees until theygraduate or are otherwise disenrolled.

(4) Soldiers arriving at proponent schools for PhaseII only (having already completed Phase I at anotherlocation), will be assigned to an academy like MOS SGLand join a like-MOS group for completion of theirtechnical training.

(5) At ANCOC/BNCOC, no honors certificates ordiplomas (other than the DA Form 1059) will be issueduntil the entire level of training or course (Phase IItechnical MOS phase/phases of the course) is completed.

Chapter 6Civilian Leader Development

27

6-1. Army Civilian Training Education andDevelopment System (ACTEDS).

a. Army Civilian Training Education and DevelopmentSystem is the civilian equivalent to OES, WOES, andNCOES. It is modeled after the military educationsystems and consists of progressive and sequentialtraining designed to develop technical competency andleadership knowledge, skills, and abilities. The goal ofACTEDS is to produce technically competent leaders whoare knowledgeable of «how the Army runs»; demonstrateconfidence, integrity, critical judgment, andresponsibility; can operate in an environment ofcomplexity, ambiguity, and rapid change; build effectiveteams amid continuous organizational and technologicalchange; and adapt and solve problems creatively.

b. The Assistant Secretary of the Army (Manpowerand Reserve Affairs) (ASA (M&RA)) provides overallpolicy direction for civilian training and funds specifictypes of civilian training and development. Eachindividual, in coordination with their supervisor, isresponsible for completion of ACTEDS requirements.

c. Civilians may enter Federal Service at any grade(GS-1 through 15 and SES) for which they qualify byfederal (not Army) standards. Training is completed asrequired for mission accomplishment. Based on factorssuch as performance, personal choice, trainingaccomplished, supervisor encouragement and guidance,civilians may progress to higher grades, stay in the samejob indefinitely, or resign at any time.

d. Supervisors and managers play a key role in thetraining and development of employees. Supervisors andmanagers at all levels assess the training needs of theindividuals for which they are responsible. Theassessment process includes consideration oforganizational, occupational, and individual trainingrequirements and usually involves discussion andcoordination with individual employees. Each Armyorganization is responsible for assessment of theirtraining requirements. Law, Executive Orders, federalregulations, DOD policy, and HQDA policy as well asMACOM and installation unique missions, determineorganizational training needs. Occupational trainingneeds are determined by Functional ChiefRepresentatives and personnel proponents anddocumented in completed ACTEDS plans for careerprograms and career fields. Supervisors and managersidentify individual employee training needs. Thisincludes training required to effectively perform assignedor planned duties. Training solutions may involveinstitutional, self-development or on-the-job training.

e. Each organization proceeds to train its work forceaccording to funds available and in conjunction with theirinstallation mission responsibilities. Installationtraining usually operates outside the ACTEDS umbrellaand is funded locally. Based on the availability offunding, training may be conducted through variouschannels such as Army training centers and other

government and non-government sources.

f. Army Civilian Training Education and DevelopmentSystem contains standardized progressive andsequential leader training. Civilian leader training andeducation progresses through the following levels:

(1) Intern.

(2) Supervisor.

(3) Manager.

(4) Executive.

g. Installation commanders manage the conduct of theAODC, SDC, LEAD, and MDC. In most cases, theDirector, Civilian Personnel Advisory Center (CPAC), isthe commander’s agent for operating these programs.Installation commanders will—

(1) Develop and sustain the capability to conductinstallation LEAD training by assuring appropriatenumbers of employees are certified as LEAD trainers andapply command emphasis to assure organizationsrelease employees to conduct and attend training.

(2) Select and nominate students for competitivecivilian leader training and education courses (OLE, PMEI/II, and SBLM Course).

6-2. Intern Leadership Development Course (ILDC).

a. The ILDC, an entry-level course conducted throughmobile training teams at selected MACOM sites, trainsinterns in Army leadership doctrine and competencies. Itdevelops basic leadership skills needed to functioneffectively as a team member.

b. All ACTEDS centrally resourced interns mustsuccessfully complete ILDC to progress beyondinternship.

c. Intern program managers ensure interns arescheduled for ILDC.

6-3. Action Officer Development Course (AODC)(Correspondence).

a. The AODC, mandatory for all interns and newjourney-level employees, trains staff skills (problemsolving, writing, coordination, briefings, ethics,management techniques, staff procedures, etc.).

b. Installation commander ensures enrollment asmandated by ASA (M&RA).

6-4. Supervisor Development Course (SDC)(Correspondence).

a. The SDC, which trains first-time military andcivilian supervisors of civilian employees in work

28

management, leadership, and basic supervision,constitutes Phase I of mandatory supervisor training.

b. The SDC must be completed within 6 months ofselection for a supervisory position.

c. Installation commander conducts and sustains thistraining.

d. Individuals should check with their installationCPAC to determine if they must enroll individually or ifthe installation conducts the SDC in a classroom setting.

6-5. Leadership Education and Development(LEAD) Course.

a. Leader Education and Development is Phase II ofmandatory supervisor training. Training focuses on—

(1) Supervisory techniques.

(2) Practical application of leadership doctrine.

(3) Army leadership competencies.

b. The LEAD training must be completed within 6months of selection to attend.

c. The Center for Army Leadership certifiesinstallation/school staff personnel in the LEAD Train-the-Trainer Course. Installation commanders assureLEAD-qualified instructors are available to conducttraining.

d. Waivers. Local commanders may waive the LEADtraining requirement on an individual basis for first-timemilitary supervisors if the commander determines thatthe military member has equivalent experiences ortraining and the individual has requested a waiver.Waiver authority does not extend to Phase I of mandatorysupervisor training (SDC).

6-6. Manager Development Course (MDC)(Correspondence).

a. The MDC teaches leadership and work managementskills to supervisors of supervisors or personnel withpolicy development and/or program managementresponsibility.

b. New managers must complete MDC within 6months of appointment. Attendance requirement may bewaived for AMSC graduates.

c. Installation commander ensures enrollment.

6-7. Organizational Leadership for Executives (OLE).

a. Organizational Leadership for Executives, a residentcourse, provides newly appointed managers anopportunity to acquire organizational leadership VASA.

b. There is no grade restriction for OLE attendance.Nominees must be managers (supervisor of supervisorsor a manager of programs, resources, and/or policy).Course nominations are submitted directly to the Centerfor Army Leadership, Fort Leavenworth.

6-8. Personnel Management for Executives I and II (PMEI/II).

a. Personnel Management for Executives I and II, aresident course conducted by ASA (M&RA) at regionalsites, provides experienced civilian and militarymanagers an opportunity to build upon previouslyacquired leadership, human resource management andVASA.

b. Applicants must be GS-13-14, WS-16, or officers inthe rank of major or above. Grades GS-12, GS-15, andWS-15 may be accepted on an exception basis only. Allnominees should be responsible for providing leadership,guidance, and direction to the work of others.

c. Installation commanders submit nominationsthrough command channels to ASA (M&RA) for selection.

d. Personnel Management for Executives II is follow-onsustainment training for PME I. Attendance at PME IIcannot occur within 2 years of PME I completion.

6-9. Sustaining Base Leadership and Management(SBLM) Program. The Army SBLM Program, conductedby AMSC, provides leader skills and advancedprofessional development for civilian sustaining baseleaders (GS-12-14) and MEL 4-qualified majors andlieutenant colonels. Employees in grade GS-15 and high-potential GS-11 employees can attend by exception. Anon-resident version is available for those who, forcompelling reasons, cannot attend the resident course.This course focuses on the interrelationships of thefollowing systems:

a. Context of Army Operations.

b. Developing the Force.

c. Resourcing the Force.

d. Manning the Force.

e. Equipping the Force.

f. Protecting the Force.

g. Sustaining the Force.______________________________________________________________________________

Appendix AReferences

Section IRequired Publications

29

AR 10-87Major Army Commands in the Continental UnitedStates

AR 12-15Joint Security Assistance Training (JSAT)

AR 40-501Standards of Medical Fitness

AR 135-175Separation of Officers

AR 140-1Mission, Organization, and Training

AR 140-158Enlisted Personnel Classification, Promotion andReduction

AR 350-1Army Training (Revision will be titled IndividualMilitary Education and Training, rescinding current AR351-1)

AR 350-51United States Army Officer Candidate School

AR 351-17US Military Academy and US Military AcademyPreparatory School Admissions Program

AR 600-8-24Officer Transfers and Discharges

AR 600-9The Army Weight Control Program

AR 614-200Enlisted Assignments and Utilization Management

AR 623-1Academic Evaluation Reporting System

AR 690-11Mobilization Planning and Management

DA Pam 611-21Military Occupational Classification and Structure

DA Pam 690-47Civilian Personnel Handbook, DA Civilian EmployeeDeployment Guide New Information Pamphlet

FM 3-100.4Environmental Considerations in Military Operations

FM 22-100Army Leadership

FM 25-100Training the Force

FM 25-101Battle Focused Training

TC 3-34.489The Soldier and the Environment

NGR 40-501Standards of Medical Fitness – Army National Guard

NGR 351-1Individual Military Education and Training

NGR 600-200Enlisted Personnel Management (available fromNational Guard Bureau, ATTN: NGB-ARH-E, Suite3900, 1411 Jefferson Davis Highway, Arlington VA22202-3231)

TRADOC Reg 350-6Enlisted Initial Entry Training (IET) Policies and Enlisted Initial Entry Training (IET) Policies andAdministration

TRADOC Reg 350-18The Army School System (TASS)

TRADOC Reg 350-70Systems Approach to Training Management, Processes,and Products

TRADOC Mobilization and Operations Planning andExecution System 1-97 (TMOPES 1-97), Annex T(TRAINING) (Available on Army Knowledge Online under“Collaborate”, “Army Communities”, “TRADOC”,“Mobilization Operations”)

Section IIRelated Publications

AR 25-400-2The Modern Army Recordkeeping System (MARKS)

AR 135-100Appointment of Commissioned and Warrant Officers ofthe Army

AR 145-1Senior Reserve Officers’ Training Corps Program:Organization, Administration, and Training

AR 350-41Training in Units

AR 600-3The Army Personnel Proponent System

AR 600-8-19Enlisted Promotions and Reductions

AR 611-1Military Occupational Classification StructureDevelopment and Implementation

30

AR 611-5Army Personnel Selection and Classification Testing

AR 614-100Officer Assignment Policies, Details, and Transfers

DA Pam 350-58Leader Development for America’s Army

DA Pam 351-4U.S. Army Formal Schools Catalog

DA Pam 600-3Commissioned Officer Development and CareerManagement

DA Pam 600-11Warrant Officer Professional Development

DA Pam 600-25U.S. Army Noncommissioned Officer ProfessionalDevelopment Guide

FM 21-20Physical Fitness Training

FM 100-14Risk Management

OperationsNCO

TestControl(SFC)

SupplySergeant

AdministrativeNCO

SchoolCommandant

CenterCSM

NCOACommandant

(CSM)

DeputyCommandant

(1SG)

PLDCBranch Chief

(MSG)

BNCOCBranch Chief

(MSG)

ANCOCBranch Chief

(MSG)

Senior SGL(SFC)

Senior SGL(SFC)

Senior SGL(SFC)

* ** **

Small GroupLeader

(SSG)

Small GroupLeader

(SSG)

Small GroupLeader

(SFC)

*** **** ****

* Ratio of 1 to 4 SGL. ** Ratio of 1 to 8 SGL.*** Ratio of 1 to 8 Students. **** Ratio of 1 to 12-16 Students.

Appendix BTRADOC NCOA Organizational Structure

Section IIIReferenced Forms

DA Form 2-1Personnel Qualification Record, Part II

Request and Authorization for TDY Travel of DODPersonnel

DA Form 705Army Physical Fitness Test Scorecard

DA Form 1059Service School Academic Evaluation Report

DA Form 2028Recommended Changes to Publications and Blank Forms

DA Form 3349Physical Profile

DA Form 4037Officer Record Brief

DA Form 4187Personnel Action

DD Form 1610Request and Authorization for TDY Travel of DODPersonnel

31

Glossary

Section IAbbreviationsAAC Army Accessions CommandAC Active ComponentACTEDS Army Civilian Training Education and Development SystemADT active duty trainingAER Academic Evaluation ReportAGR Active Guard ReserveAIT advanced individual trainingAMSC Army Management Staff CollegeAMSP Advanced Military Studies ProgramANCOC Advanced Noncommissioned Officer CourseAOASF Advanced Operational Arts Studies FellowshipAODC Action Officer Development CourseAPFT Army physical fitness testARNGUS Army National Guard of the United StatesASA (M&RA) Assistant Secretary of the Army (Manpower and Reserve Affairs)ASI additional skill identifierAT annual trainingATRRS Army Training Requirements andResource SystemATSC Army Training Support CenterAWC Army War CollegeBCT basic combat trainingBNCOC Basic Noncommissioned OfficerCourseBSNCOC Battle Staff NoncommissionedOfficer CourseCAC Combined Arms CenterCASCOM Combined Arms Support CommandCCC Captains Career CourseCG commanding generalCGSC Command and General Staff CollegeCGSOC Command and General Staff OfficerCourseCMF career management fieldCMP Course Management PlanCONOPS continuous operationsCPAC Civilian Personnel Advisory CenterCPX command post exerciseCSM Command Sergeant MajorCSMC Command Sergeants Major CourseCSS combat service supportCTT Common Task TestCVSP cardiovascular screening programDA Department of the ArmyDCG deputy commanding generalDCSOPS&T Deputy Chief of Staff for Operations and Training (Replaced DCST Apr 02)DCST Deputy Chief of Staff of TrainingDOD Department of DefenseDPTMS Director of Plans, Training,

Mobilization, and SecurityFM field manualFSC First Sergeant CourseFTX field training exerciseGS General ScheduleHQDA Headquarters, Department of theArmyIDT inactive duty trainingIET initial entry trainingIAW in accordance withILDC Intern Leadership DevelopmentCourseIMI Interactive Multimedia InstructionIMS International Military StudentITP individual training planLTX lanes training exerciseLEAD Leadership Education andDevelopmentMACOM major Army commandMANSCEN U.S. Army Maneuver SupportCenterMARKS The Modern Army RecordkeepingSystemMDC Manager Development CourseMEL Military Education LevelMOS military occupational specialtyMRB Medical Review BoardNCO noncommissioned officerNCOA Noncommissioned Officer AcademyNCOES Noncommissioned OfficerEducation SystemNGB National Guard BureauNGR National Guard RegulationNLT no later thanOBC Officer Basic CourseOCS Officer Candidate SchoolOES Officer Education SystemOLE Organizational Leadership for ExecutivesPCC Pre-Command CoursePERSCOM US Total Army Personnel CommandPLDC Primary Leadership DevelopmentCoursePME Personnel Management for ExecutivesPOI program of instructionRC Reserve ComponentROTC Reserve Officers Training CorpsRM risk managementSBLM Sustaining Base Leadership and ManagementSDC Supervisor Development CourseSES senior executive serviceSFC sergeant first classSGI small group instructionSGL small group leaderSMC Sergeants Major CourseSQI special qualification identifierSSC Senior Service CollegeSSGL senior small group leaderSTP soldier training publication

32

STX situational training exerciseTASS The Army School SystemTCDP Tactical Commanders Development ProgramTDY temporary dutyTMOPES TRADOC Mobilization Operations, Planning and Execution SystemTRADOC U.S. Army Training and Doctrine CommandTSP training support package/productUCMJ Uniform Code of Military JusticeUSACC U.S. Army Cadet CommandUSAIS U.S. Army Infantry SchoolUSASMA U.S. Army Sergeants Major AcademyUSAR U.S. Army ReserveUSAREC U.S. Army Recruiting CommandUSMA U.S. Military AcademyUSMC U.S. Marine CorpsVASA values, attributes, skills and actionsVTT video teletrainingWOAC Warrant Officer Advanced CourseWOBC Warrant Officer Basic CourseWOCC Warrant Officer Career CenterWOCS Warrant Officer Candidate SchoolWOES Warrant Officer Education SystemWOSC Warrant Officer Staff CourseWOSSC Warrant Officer Senior Staff Course

Section IITerms

ACTEDSA system that ensures planned development of civiliansthrough a blend of progressive and sequential operationalassignments, institutional training, and self-development as individual’s progress from entry level tosenior positions.

Active ArmyThat portion of the U.S. Army in which organizations arecomprised of personnel in active military and civilianservice of the United States.

common coreCombination of common military, common leader,and directed/mandated tasks for specific courses, gradelevels, or organizational levels regardless of branch orcareer management field.

doctrineFundamental principles derived from theory and conceptbased on values, beliefs, historical perspective,experience, and research that guide military forces orelements thereof.

executive agentAn organization or member of an organization assignedsole responsibility and delegated authority or specificactions otherwise exercised by a higher-level organizationor executive.

horizontally aligned trainingTasks selected for training are relevant to duties,responsibilities, and missions assigned to leaders whoserve at a specific organizational level, notwithstandingrank or status of the individual being trained.

policyA broad guide or principle, ideally based in doctrine,used to select a definite course or method of action or toguide and determine present and future decisions.

progressive and sequential trainingTraining is progressive when tasks in the same generalsubject area are sequenced to require increased levels ofperformance proficiency and/ or supervisoryresponsibilities. Training is sequential when tasks in thesame general subject area are ordered and trained in asequence allowing students to build on and/or reinforcepreviously acquired skills, knowledge, and behavior.

shared trainingTraining performed by soldiers from different jobs and/ordifferent skill or organizational levels.

small group instruction (SGI)A mdoctrineFundamental principles derived from theory and conceptbased on values, beliefs, historical perspective,experience, and research that guide military forces orelements thereof.

executive agentAn organization or member of an organization assignedsole responsibility and delegated authority or specificactions otherwise exercised by a higher-level organizationor executive.

horizontally aligned trainingTasks selected for training are relevant to duties,responsibilities, and missions assigned to leaders whoserve at a specific organizational level, notwithstandingrank or status of the individual being trained.

policyA broad guide or principle, ideally based in doctrine,used to select a definite course or method of action or toguide and determine present and future decisions.

progressive and sequential trainingTraining is progressive when tasks in the same generalsubject area are sequenced to require increased levels ofperformance proficiency and/ or supervisoryresponsibilities. Training is sequential when tasks in thesame general subject area are ordered and trained in asequence allowing students to build on and/or reinforcepreviously acquired skills, knowledge, and behavior.

shared trainingTraining performed by soldiers from different jobs and/ordifferent skill or organizational levels.

small group instruction (SGI)

33

A means of delivering training that places theresponsibility for learning on the soldier throughparticipation in small groups led by small group leaderswho serve as role models throughout the course. SGI usessmall group processes, methods, and techniques tostimulate learning.

small group leader (SGL)An instructor who facilitates role modeling, counseling,coaching, learning, and team building in SGI.

vertically aligned trainingTasks for a specific skill level build upon the skills,knowledge, and behaviors gained during previous trainingand/or operational assignments. Tasks in the samegeneral category must be progressive and sequential andmust show an increase in the skill level required foraccomplishment. The conditions and standards must bemore exacting, or the tasks must represent increasedsupervisory responsibilities when compared to relatedtasks trained earlier.

FOR THE COMMANDER:

OFFICIAL:LARRY R. JORDANLieutenant General, U.S. Army

Deputy Commanding General/ Chief of Staff

//signed//GREGORY J. PREMOBrigadier General, GSDeputy Chief of Staff for Command, Control Communications & Computers