Attachment_0018__TRADOC_Regulation_350-70.pdf

Department of the Army TRADOC Regulation 350-70 Headquarters, United States Army Training and Doctrine Command Fort Eustis, Virginia 23604-5700

6 December 2011

Training

ARMY LEARNING POLICY AND SYSTEMS

FOR THE COMMANDER:

OFFICIAL: JOHN E. STERLING, JR.

Lieutenant General, U.S. Army Deputy Commanding General/ Chief of Staff

CHARLES E. HARRIS III

Colonel, GS Deputy Chief of Staff, G-6

History. This publication is a major revision and conforms to the U.S. Army Training and Doctrine Command (TRADOC) Campaign of Learning. It replaces the Systems Approach to Training (SAT) with Army Learning Policy and Systems. The process used for developing Army learning products is analysis, design, development, implementation, and evaluation

(ADDIE).

Summary. This regulation consolidates policy for Army-wide production, implementation, and evaluation of Army learning products across the domains of institutional, operational, and self-development. It also describes the interfaces between systems on which the Army depends, such as personnel, resourcing, facilities, technology infrastructure, and acquisitions.

Applicability. This TRADOC Regulation (TR) applies to all Army organizations (TRADOC and non-TRADOC) that that produce, implement, and/or evaluate learning.

Proponent and exception authority. Army Regulation (AR) 350-1 assigns the Commanding General (CG), TRADOC, the responsibility for Army learning (training, education, and self-development programs) policy and system requirements contained herein. The proponent of TR 350-70 is Headquarters (HQ) U.S. Army Combined Arms Center (CAC), Fort Leavenworth, Kansas (KS). CAC is the authority to approve exceptions or waivers to this regulation consistent *This regulation supersedes TRADOC Regulation 350-70, dated 09 March 1999.

TRADOC Regulation 350-70 with controlling law and regulations, unless otherwise designated. Exceptions to policy are granted on an individual basis. The commander or senior leader of the requesting activity must endorse all waiver requests before forwarding them through higher headquarters to the policy proponent. Requests must include requestor contact information; type of request (initial, extension, modification, appeal, or cancellation); specific regulation line items requested for waiver; unit, institution, or center/school affected; proposed alternative; justification; impact;

expected benefits; anticipated effective dates; and duration requested. The proponent continually seeks innovation and process improvement. Significant process improvements and global exceptions will be considered for addendum to policy prior to the next revision.

Army management and control process. This regulation follows applicable requirements of

AR 11-2.

Supplementation. Supplementation is authorized providing it does not diminish or change the intent of the regulatory policy and guidance. Any other supplementation must be approved by HQ U.S. Army Combined Arms Center (CAC), Fort Leavenworth, KS.

Suggested Improvements. Submit changes for improving this publication on Department of the Army (DA) Form 2028 (Recommended Changes to Publications and Blank Forms) through channels directly to the Commander, U.S. Army Combined Arms Center, Collective Training Directorate (ATZL-CT), Fort Leavenworth, KS 66027-2300. Suggested improvements may also be submitted using DA Form 1045 (Army Ideas for Excellence Program (AIEP) Proposal).

Distribution. The official, published version of this publication is only available on the TRADOC Regulations Website at http://www.tradoc.army.mil/tpubs/ .

Summary of Change

TR 350-70

Army Learning Policy and Systems

This major revision of the regulation, dated 6 December 2011 makes the following changes:

o It incorporates new Army learning concepts, updates policy, and standardizes requirements.

o "How to" information has been removed for a series of TRADOC pamphlets (TPs).

o The former Appendix C for proponency is now TP 350-70-16: Army Training and

Education Proponents.

o Proponents listed in TP 350-70-16 must assume responsibility for the functional areas cited and follow proponent requirements cited in this regulation.

http://www.tradoc.army.mil/tpubs/�

Contents

Page Chapter 1 Introduction

1-1. Purpose 1-2. Scope 1-3. References 1-4. Explanation of abbreviations and terms 1-5. Relationship to pamphlets

Chapter 2 Functions and Responsibilities Section I Headquarters (HQ) TRADOC

2-1. Deputy Chief of Staff (DCS), G-2 2-2. Mission and Functions of the DCS, G-3/5/7 2-3. Generating Force Training Directorate (GFTD) 2-4. Reserve Component Training Integration Directorate (RCTID) 2-5. Training Operations Management Activity (TOMA) Field Operating Agency (FOA) . 12 2-6. Security Assistance Training Directorate (SATD) (FOA) 2-7. Initial Military Training – Center of Excellence (IMT-CoE) 2-8. DCG, U.S. Army Reserve (USAR) 2-9. DCG, Army National Guard (ARNG) 2-10. Army Capabilities Integration Center (ARCIC) 2-11. HQ TRADOC, Quality Assurance Office (QAO) 2-12. HQ, TRADOC, Chief Knowledge Officer (CKO) 2-13. U.S. Army Combined Arms Center (CAC) 2-14. Army Management Staff College (AMSC) 2-15. Institute for Noncommissioned Officer Professional Development (INCOPD) 2-16. Commanders, Maneuver Support Center of Excellence (CoE)/Sustainment CoE/Fires CoE/Maneuver CoE/Signal CoE/Aviation CoE/Intelligence CoE/Commanders, Multiple and Single CoE

Section II Other Key Learning Agencies 2-17. Commanders/commandants of the Army training centers (ATCs)/schools, The Service Academy, and colleges 2-18. Training support centers: Forces Command, TRADOC, Army Materiel Command

(AMC)

2-19. HQ, U.S. Army, Europe (USAREUR) 2-20. HQ, U.S. Army, Pacific U.S. Army, Pacific (USARPAC) 2-21. Commanders, regional training institutes (RTIs) and The Army School System (TASS) training brigades 2-22. Commanders, TASS training battalions (BNs) 2-23. Commanders/commandants of the task/topic proponents, Army Medical Department, and U.S. Army Special Operations Command 2-24. Safety, security, and environmental managers 2-25. Foreign disclosure (FD) managers 2-26. Executive agents (EAs), in cooperation with Army commands and proponents

Contents, continued

Chapter 3 Strategic Guidance for Full Spectrum Learning

Section I The Strategic Framework 3-1. Concepts and strategies 3-2. Operational environment 3-3. Adaptability 3-4. Full spectrum learning 3-5. The Army Leader Development Strategy (ALDS) 3-6. TRADOC Pamphlet (TP) 525-8-2, The Army Learning Concept (ALC) for 2015 3-7. TP 525-8-3, The Army Training Concept (ATC) 2012-2020

Section II Institutional Requirements 3-8. Learning product requirements 3-9. ALC instructional guidelines 3-10. Push and reach-back 3-11. Integration of operational observations, insights, and lessons (OIL) 3-12. Soldier-developed content 3-13. Quality of face-to-face learning experiences 3-14. Career-long learning continuum

Section III Operational Requirements 3-15. Leader development requirements 3-16. Operational force representative requirements

Section IV Self-Development Requirements 3-17. Individual responsibility 3-18. Increased scope and responsibility

Chapter 4 Learning Product Development: Budgeting and Resourcing Section I Learning Product Development Budgeting and Resourcing Overview

4-1. Introduction 4-2. Resource management: learning product development budget 4-3. Requirements determination and acquisition process 4-4. Manpower and personnel integration (MANPRINT)

Section II Training Requirements Analysis System (TRAS) 4-5. Overview 4-6. Requirements 4-7. Implementation 4-8. Course length 4-9. Management of the Army Training Requirements and Resources System (ATRRS) ... 45

Section III Managing Product Development Workload 4-10. Product development workload management 4-11. Workload manager responsibilities

Section IV Manpower Management Requirements 4-12. Manpower management responsibilities 4-13. Programming timeline and reporting

Chapter 5 Requirements for Army Learning Products

5-1. Purpose 5-2. When to make immediate learning product revisions 5-3. Army learning product development requirements 5-4. Product classification requirements 5-5. FD requirements 5-6. Copyrighted material requirements 5-7. Safety and composite risk management (CRM) in Army learning environments 5-8. Environmental considerations

Chapter 6 Army Learning Product Development Requirements Section I Manager Responsibilities

6-1. Institution manager responsibilities 6-2. Mandated training management 6-3. Common core curriculum management

Section II Instructional Design Strategies and Efficiencies 6-4. Instructional methodology 6-5. Efficiencies 6-6. Content requirements for high-end technology solutions 6-7. Increased use of collaborative technologies 6-8. Use of the CAC-approved automated development system 6-9. Sharing best practices

Section III Analysis, Design, Development, Implementation, and Evaluation (ADDIE) 6-10. Introduction to the ADDIE process 6-11. ADDIE phases

Section IV Analysis 6-12. Analysis introduction and required outputs 6-13. Job analysis 6-14. Individual critical tasks 6-15. Critical task and site selection board (CTSSB)

Section V Design 6-16. Design introduction and required outputs 6-17. Design requirements 6-18. The Army Training System (TATS) courses 6-19. TATS course design considerations

Section VI Development 6-20. Development introduction and required outputs 6-21. Training support package (TSP) numbering 6-22. Distributed learning (DL) development requirements

Section VII Development Requirements for Support of the Operational Domain 6-23. Collective training product development 6-24. Validation

Section VIII Implementation

6-25. Implementation introduction and required outputs 6-26. Core implementation requirements 6-27. Instructor/facilitator requirements 6-28. Individual student assessment plan (ISAP) requirements

Section IX Evaluation 6-29. Evaluation introduction and required outputs 6-30. Institutional core evaluation requirements 6-31. Collective evaluation requirements 6-32. Evaluation of student assessments

Chapter 7 Staff and Faculty Development Program (SFDP) Section I SFDP Introduction

7-1. SFDP requirements 7-2. SFDP and college credit

Section II The Three Major Components of the SFDP 7-3. SFDP components 7-4. Staff and Faculty Common Training (SFCT) and Staff and Faculty Local Training (SFLT) courses 7-5. Course and course content development and policy standardization 7-6. SFDP training and education level requirements 7-7. Staff and faculty certification requirements 7-8. Refresher/enhancement courses 7-9. Waivers and exceptions to policy 7-10. Contractor training

Chapter 8 Learning Support System Interfaces 8-1. Learning support system interfaces introduction 8-2. The Army Training Support System (TSS) interface 8-3. Systems training development interface 8-4. Other interfaces

Appendix A References

Table List Table 4-1 Workload manager responsibilities Table 4-2 Manager manpower responsibilities Table 4-3 Proponent timeline and report requirements Table 5-1 Classified military information security classifications and releasabilty standards Table 5-2 Types of unclassified information Table 6-1 Analysis requirements and outputs Table 6-2 Task types and descriptions Table 6-3 Individual task components and descriptions Table 6-4 Design requirements and outputs Table 6-4 Design requirements and outputs, continued Table 6-5 General learning objective writing requirements Table 6-6 USAR/ARNG duty training maximums Table 6-7 Development requirements and outputs Table 6-8 Implementation requirements and outputs Table 6-9 Instructor/facilitator requirements Table 6-10 Evaluation requirements and outputs Table 8-1 TTSP submission requirements

Figure List Figure 3-1. Three pillars of leader development Figure 3-2. Full spectrum learning Figure 4-1. Interaction between Army budgeting and TRAS Figure 4-2. Timeline of TRAS documents and Army operational and budgetary processes Figure 4-3. TRAS life cycle Figure 4-4. Multiple concurrent TRAS document submissions for a single course Figure 5-1. FD restriction statements FD1, FD2, FD4, and FD4 Figure 5-2. FD restriction statements FD5, FD6, and FD7 Figure 5-3. Army learning safety requirements Figure 6-1. The non-linear ADDIE process Figure 6-2. Individual task number Figure 6-3. TSP numbering Figure 6-4. Collective task numbering formats Figure 8-1. JCIDS process Glossary 108 Index this page left intentionally blank

Chapter 1 Introduction

1-1. Purpose The purpose of the Army Learning Policy and Systems is to support the Army by regulating practices in effective learning management and to specify required enabling systems.

Requirements in this regulation apply to all Army organizations (U.S. Army Training and Doctrine Command (TRADOC) and non-TRADOC) that that produce, implement, and/or evaluate learning.

1-2. Scope

a. This regulation is most widely targeted to personnel within institutions (proponent organizations, centers, and schools) that manage, analyze, design, develop, implement, and evaluate learning products for all three domains of Army learning as described by the parent document, Army Regulation (AR) 350-1, Army Training and Leader Development. These domains are:

(1) Institutional. The generating force provides courses/events based on individual tasks/topics at institutions to ensure Soldiers and Army civilians meet established learning standards. The institutional domain includes initial military training (IMT), professional military education (PME), Civilian Education System (CES), and functional training for Soldiers and Army civilians.

(2) Operational. Soldiers enter the operational Army upon assignment to a unit.

Operational assignments integrate individuals into a team and build on the foundation of individual skills learned in institutions. In the operational domain, Soldiers master individual and collective tasks that support the unit’s Mission Essential Task List (METL).

(3) Self-development. The Army provides many enablers to assist individuals in self-development, which maximizes leader strengths, reduces weaknesses, and enables individual development goals. Self-development provides the opportunity for Soldiers and Army civilians to take initiative for advancement in current and future positions and to achieve personal excellence.

b. Army learning begins with individual learning (training and education), which continues throughout the career in support of unit collective training and success in full spectrum operations (FSO).

(1) Individual learning is implemented primarily in the institutional and self-development domains, with some individual learning in the operational domain. Individual learning prepares individual Soldiers and Army civilians to perform critical tasks and apply leader competencies that ultimately support their unit’s FSO mission essential tasks (METs). A culture of learning and individual responsibility for lifelong learning is required to meet numerous challenges in the operational environment and to succeed in the competitive learning environment. Students are assessed at the individual level; however, collaboration, social learning, and teamwork are important to promote linkage to FSO.

(2) Collective training is implemented primarily in the operational domain. It requires interaction among individuals or organizations to perform tasks, actions, and activities that contribute to achieving mission-essential task proficiency. Collective training includes performing collective and individual tasks associated with each training objective, action, or activity.

1-3. References Appendix A lists the required, related, and referenced publications.

1-4. Explanation of abbreviations and terms Abbreviations and acronyms are found in the glossary and supporting pamphlets.

1-5. Relationship to pamphlets

a. Corresponding TRADOC pamphlets (TPs) provide the "how-to" information for requirements in this regulation or stand-alone references for regulatory requirements.

b. When this regulation states a requirement for following a pamphlet, information in that pamphlet is also regulatory. Proponents listed in TP 350-70-16 must assume responsibility for the training, education, and doctrine aspects of the functional areas cited and follow requirements in this regulation.

c. "How to" guidance and supporting information is removed from this regulation.

Reference the TRADOC Pamphlets Website for currently published documents:

http://www.tradoc.army.mil/tpubs/pamndx.htm.

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Chapter 2 Functions and Responsibilities This section provides an overview of the key functions and responsibilities of organizations and entities involved in Army learning. It includes guidance to review current TRADOC organizations and functions in the associated TRADOC Regulation (TR) 10-5 series as appropriate.

Section I Headquarters (HQ) TRADOC

2-1. Deputy Chief of Staff (DCS), G-2 The DCS, G-2 serves as the TRADOC lead for the operational environment (OE). The OE is a key driver of all TRADOC core competencies, lines of operation, and functions. Find the functions of DCS, G-2 in TR 10-5 and TR 10-5-1.

2-2. Mission and Functions of the DCS, G-3/5/7 The DCS, G-3/5/7 develops, integrates, and manages: training operations and requirements, concepts, policies, and plans, and directs operations continuously across TRADOC in support of the Commanding General (CG), TRADOC; Army Force Generation (ARFORGEN); the human capital enterprise in order to build a campaign-capable, expeditionary, and versatile Army in support of the Joint Warfighting Commander. Find the functions of DCS, G-3/5/7 in TR 10-5 and TR 10-5-1.

2-3. Generating Force Training Directorate (GFTD) GFTD provides Army command (ACOM)-level staff support for the Army’s leader development and education programs; functional training; aviation training, operations, and standardization;

interservice training; and Army learning policy to support ARFORGEN and meet the intent of the CG, TRADOC. Find the functions of GFTD in TR 10-5 and TR 10-5-1.

2-4. Reserve Component Training Integration Directorate (RCTID) RCTID improves the Army's Reserve Component (RC) personnel and training readiness by recommending allocation of resources and changes to policy, processes, and programs. Find the functions of RCTID in TR 10-5 and TR 10-5-1. RCTID functions also include:

a. Facilitate RC participation in the learning product development process and ensure that RC requirements are addressed.

b. Coordinate with U.S. Army Reserve Command (USARC) and National Guard Bureau (NGB) for subject matter expert (SME) support when requested by the proponent.

c. Monitor The Army Training System (TATS) course currency as appropriate.

d. Review and provide concurrence on new and revised TATS courses to Training Operations Management Activity (TOMA).

e. Review, staff, and approve exceptions to TATS training year requirements for RC configured courses.

f. Coordinate resolution of USARC and NGB non-concurrence issues during validation as requested by the proponent school.

2-5. Training Operations Management Activity (TOMA) Field Operating Agency (FOA) TOMA plans, coordinates, and oversees the documenting, programming, scheduling, logistics management, and training management operations for U.S. Army courses conducted in TRADOC during peacetime and mobilization. TOMA develops the Mobilization Army Program for Individual Training (MOB ARPRINT) for expansion of the institutional training base during mobilization, coordinates augmentation of the institutional training base by RC training elements, and serves as the TRADOC lead for ARFORGEN synchronization of mobile training teams (MTTs) to support units resetting under the ARFORGEN model. TOMA also serves as TRADOC lead for joint sourcing training oversight (JSTO) concerning all TRADOC training issues for sister services supporting Army missions. Find the functions of TOMA in TR 10-5 and TR 10-5-1.

2-6. Security Assistance Training Directorate (SATD) (FOA) SATD serves as the Army program manager within the U.S. Army Security Assistance Enterprise (Assistant Secretary of the Army, Acquisitions, Logistics, and Technology (ASA/ALT), Army Materiel Command (AMC), and TRADOC) for U.S. Government-authorized and Department of Defense (DoD)-executed Security Assistance Training Program (SATP).

SATP provides Army-managed training to approved countries and international military students in the continental United States (CONUS) and outside CONUS (OCONUS) in support of combatant command, Army Service Component Commands (ASCC), and Headquarters, Department of the Army (HQDA) security cooperation objectives. Find the functions of SATD in TR 10-5 and 10-5-1.

2-7. Initial Military Training – Center of Excellence (IMT-CoE)

a. Deputy Commanding General (DCG), IMT (DCG, IMT) standardizes, reinvigorates, and evolves training for initial entry Soldiers and recently commissioned junior officers in order to support a more efficient and effective ARFORGEN process while providing Soldiers and leaders who can immediately contribute to their first unit of assignment. Find the functions of DCG, IMT in TR 10-5, TR 10-5-1, and TR 10-5-8.

b. The IMT-CoE directs and assesses the training, education, and integration of new Soldiers into the Profession of Arms in order to ensure the appropriate level of standardization, relevance, and rigor; to support ARFORGEN; and to ensure these Soldiers are prepared to contribute as leaders or members of a team upon arrival at their first units of assignment.

2-8. DCG, U.S. Army Reserve (USAR) As a training force multiplier, DCG, USAR ensures the USAR is an active participant in the development of emerging doctrine, organizations, training, materiel, leadership and education, personnel and facilities (DOTMLPF). Find the functions of USAR in TR 10-5 and TR 10-5-1.

2-9. DCG, Army National Guard (ARNG) DCG, ARNG serves as the ARNG integrator across DOTMLPF domains, TRADOC initiatives, and the Army mission areas. DCG, ARNG also assists HQ TRADOC in assuring unity of effort among HQDA, NGB, and TRADOC. Find the functions of ARNG in TR 10-5 and TR 10-5-1.

2-10. Army Capabilities Integration Center (ARCIC) ARCIC leads the design, development, and integration of force capabilities across the DOTMLPF (resource-informed, integration-focused, and outcome-based (RIO)) for the Army within a joint, interagency, intergovernmental, multinational (JIIM) environment to support the Joint Force Commander through ARFORGEN. Find the functions of ARCIC in the TR 10-5 and

TR 10-5-1.

2-11. HQ TRADOC, Quality Assurance Office (QAO) HQ, TRADOC QAO is the executive agent of the Army Quality Assurance (QA) Program for all Army schools (TRADOC, non-TRADOC, military, and Army civilian). The QA mission is to assist commanders in assessing the quality of the institutional Army’s ability to meet the needs of the operational Army. This program provides oversight of doctrine, training, and education provided by all Army schools (TRADOC and non-TRADOC, military, and civilian, except the U.S. Military Academy). It involves the accreditation of Army training and education institutions against a prescribed set of standards with measurable criteria that cross the DOTMLPF domains, to include IMT, PME, CES, and functional training. QA Program goals, organization, responsibilities, and functions are found in AR 350-1 and further broken down in TR 10-5 and TR 10-5-1.

2-12. HQ, TRADOC, Chief Knowledge Officer (CKO) With respect to TR 350-70, the HQ TRADOC CKO executes the knowledge management program that ensures the development of well-trained Soldier and Army civilian leaders as well as the design, development, and integration of training that focuses on knowledge capabilities, concepts, and current and emerging doctrine in order to train a campaign-capable, expeditionary, and versatile Army in support of joint warfighting commanders through ARFORGEN. Find the functions of the CKO in TR 10-5-1.

2-13. U.S. Army Combined Arms Center (CAC) CAC is the proponent for Army training and education development and critical operational lessons learned. CAC designs, integrates, and overseas implementation of leader development and the Army Leader Development program; executes Mission CoE and proponent responsibilities; develops and integrates current and emerging doctrine; and supports and integrates Army training and education support across all cohorts in support of Army ARFORGEN to dominate in FSO in a JIIM environment. In addition, CAC’s Army Training Support Center (ATSC) is the TRADOC lead for staff and faculty development (SFD) and distributed learning (DL) programs. Find the functions of CAC in TR 10-5 and TR 10-5-4.

2-14. Army Management Staff College (AMSC) AMSC provides direction and oversight of the CES and other civilian leadership training and education and across the Army. ATSC integrates all actions and activities related to Army civilian leader development into the Army leader development strategy called CES and serves as http://usacac.army.mil/cac2/� the Army civilian SME for the leader development enterprise. Find the functions in AR 350-1 and TR 10-5-3 under CAC.

2-15. Institute for Noncommissioned Officer Professional Development (INCOPD) INCOPD provides direction and oversight of the noncommissioned officer education system (NCOES) across the Army, integrates all actions and activities related to noncommissioned officer (NCO) leader development, and serves as the NCO SME for leader development. Find the functions of INCOPD in TR 10-5 and TR 10-5-9.

2-16. Commanders, Maneuver Support Center of Excellence (CoE)/Sustainment CoE/Fires CoE/Maneuver CoE/Signal CoE/Aviation CoE/Intelligence CoE/Commanders, Multiple and Single CoE CoEs develop and integrate current and emerging doctrine and integrate Army training and education support across all cohorts in support of ARFORGEN to dominate in FSO in a JIIM environment. Key functions include:

a. Provide input to manpower and budgetary resource acquisition documents.

b. Provide copies of school lessons learned publications and research materials of permanent interest to the Army for inclusion in the online Center for Army Lessons Learned (CALL) database.

c. Provide combined arms training strategy(ies) (CATS) development guidance to proponent schools.

d. Ensure evaluator/developer training and qualification; validate all Army learning courses and products; ensure relevancy and accuracy of all learning product components; conduct quality control (QC) and QA of each phase, product, and aspect of the analysis, design, development, implementation, and development (ADDIE) process; validate The Army Distributed Learning Program (TADLP) processes and products.

e. Analyze, design, develop, implement, and evaluate learning products and components for which it is proponent using the CAC-approved automated development system.

f. Conduct reclassification training, assessments, evaluations, and inspections to ensure minimum essential requirements regarding assessment and evaluation data are met. Conduct instructor/facilitator certifications in accordance with (IAW) this regulation.

g. Support Army QA Program evaluation functions IAW AR 350-1 and supporting TRADOC QA Program policy and guidance. The Army learning community must support the QA Program.

h. Develop CATS in coordination with subordinate proponent schools for sustainment, movement and maneuver, intelligence, fires, and mission command; multifunctional sustainment command groups and staffs; and units.

i. Submit the Training Requirements Analysis System (TRAS) documents IAW this regulation and other documents in order to stimulate the appropriate resource systems.

j. Use the Department of the Army (DA)-approved workload database for the identification and management of training and doctrine development, product workload, and quality assurance workload.

k. Manage the phases of the ADDIE process to ensure that activities related to manpower, workload, new equipment, budgeting, and resourcing are accomplished.

l. Ensure all learning products, to include DL, are technically and doctrinally accurate and sound, designed to maximize learning, void of identified deficiencies, and meet appropriate accreditation directives, criteria, and requirements.

m. Ensure that all DOTMLPF acquisition programs and procurement actions are properly coordinated within the combat, training, and doctrine development departments early in the development process.

n. Coordinate, as appropriate, for SME support with USARC/NGB for concurrence on TATS course structure (including common core curriculum), the supporting narrative, and TATS course programs of instruction (POIs).

o. Request from staff and faculty (S&F) proponent any exceptions to required instructor/facilitator refresher of the current foundational, CAC-Training (CAC-T), ATSC-provided instructor/facilitator course or CAC-T, ATSC-approved equivalent course and small group instructor/facilitator training courses.

p. Establish, staff, and maintain Staff and Faculty Development Program (SFDP) or functional equivalent.

Section II Other Key Learning Agencies

2-17. Commanders/commandants of the Army training centers (ATCs)/schools, The Service Academy, and colleges These institutions:

a. Ensure learning products are progressively challenging, sequential, and based on critical tasks/topics, support defined outcomes, and are horizontally and vertically aligned.

b. Conduct projected individual training requirements and programs identified by the Army Program for Individual Training (ARPRINT).

c. Ensure that all DOTMLPF requirements are properly coordinated within the combat, training, education, and doctrine development early in the analysis phase of the ADDIE process.

d. Support Army QA Program evaluation functions IAW AR 350-1 and supporting TRADOC QA Program policy and guidance. The Army learning community must support the QA Program.

e. Analyze, design, develop, implement, and evaluate learning products for Soldiers and Army civilians.

f. Validate learning programs, products, and components for efficiency, effectiveness, accuracy, and support of unit needs.

g. Maintain current analysis data; mission essential requirement documentation;

accessibility of documentation; individual and collective task lists and supporting analysis data for each proponent job, special category, or type unit; and current learning products for access by all training and education sites.

h. Identify all resources, facilities, equipment, and consumables required to implement learning; provide the information to TRAS; and integrate safety considerations, safety and caution statements, risk assessment and management decisions, and fratricide prevention actions, as appropriate, into all learning product documentation.

i. Establish, staff, and maintain an SFDP activity to serve as the primary agency for coordinating, conducting, and supporting the development of required Staff and Faculty Common Training (SFCT) and local staff and faculty development requirements.

2-18. Training support centers: Forces Command, TRADOC, Army Materiel Command

(AMC)

These training support centers:

a. Serve as primary source of graphic training aids (GTAs) for resupply to supported units per AR 5-9, table C-9.

b. Maintain a sufficient supply of GTAs to support customer requirements.

c. Submit an Annual Inventory and Data Usage Report (RSC ATTG-58) to Commander, ATSC.

d. Consolidate requirements and requisition bulk as required.

e. Ensure administrative and logistical support operations in their respective schools are conducted IAW applicable regulations to provide the best possible support; corrective action is taken on respective command issues identified in inspector general (IG) and TRADOC QAO-generated and forwarded reports.

f. Support Army QA Program evaluation functions IAW AR 350-1 and supporting TRADOC QA Program policy and guidance. The Army learning community must support the QA Program.

2-19. HQ, U.S. Army, Europe (USAREUR) USAREUR budgets funds to support development and publication of USAREUR-unique/funded GTA requirements.

2-20. HQ, U.S. Army, Pacific U.S. Army, Pacific (USARPAC) USARPAC ensures administrative and logistical civil support operations in their respective schools are conducted IAW applicable regulations to provide the best possible support.

2-21. Commanders, regional training institutes (RTIs) and The Army School System (TASS) training brigades RTIs and TASS training brigades consolidate school battalion reports and forward them with comments through the Adjutant General or the training command(s) to NGB or USARC, as appropriate. TASS training brigades must conduct projected individual training requirements and programs identified by the ARPRINT.

2-22. Commanders, TASS training battalions (BNs) TASS BNs:

a. Request assistance visits when Commanders believe it is necessary for their organization, understanding that the TASS BN would fund such visits.

b. Prepare complete institutional self-evaluation (ISE) and the results of any command inspections or evaluations conducted by their higher HQ, and maintain a METL IAW Field Manual (FM) 7-0.

c. Appoint a team of staff members and instructors/facilitators to evaluate the institution in comparison to the METL and accreditation standards.

d. Address issues as appropriate and forward unresolved issues to school/regional training institute (RTI)/brigade commander for record.

e. Support Army QA Program evaluation functions IAW AR 350-1 and supporting TRADOC QA Program policy and guidance. The Army learning community must support the QA Program.

2-23. Commanders/commandants of the task/topic proponents, Army Medical Department, and U.S. Army Special Operations Command These proponents:

a. Analyze, design, develop, implement, and evaluate learning for Soldiers and Army civilians.

b. Validate learning programs, products, and materials for efficiency, effectiveness, accuracy, and support of unit needs.

c. Maintain current analysis data; mission essential requirement documentation;

accessibility of documentation; individual and collective task lists and supporting analysis data for each proponent job, special category, or type unit, and current learning products for access by all learning sites.

d. Provide CALL copies of school critical operational lessons learned publications and research materials of permanent interest to the Army as a whole for inclusion in the online CALL database. Provide input to manpower and budgetary resource acquisition documents.

e. Conduct evaluations to ensure meeting minimum essential requirements within their respective commands/schools/centers. Collect and analyze evaluation data, and provide findings reports to management and instructor/facilitator certifications IAW this regulation.

f. Support Army QA Program evaluation functions IAW AR 350-1 and supporting TRADOC QA Program policy and guidance. The Army learning community must support the QA Program.

2-24. Safety, security, and environmental managers These managers:

a. Coordinate with the Army learning community to ensure adequate safety and environmental factors are addressed in all learning support publications and products no matter what the assigned residual risk level is, with the exception of low risk classroom training and education.

b. Validate learning products as appropriate.

c. Make recommendations to the proponent commander to approve or disapprove learning products.

2-25. Foreign disclosure (FD) managers Foreign Disclosure Officers must:

a. Coordinate with developers to determine if requests for disclosure of specific learning product components are required or desired in order to facilitate international military student (IMS) attendance.

b. Apply the appropriate FD rating to POIs, support packages (TSPs), and other required learning product components IAW chapter 5 of this regulation.

c. Coordinate with the Security Assistance Training Field Activity (SATFA) to verify if IMS may attend specific TRADOC courses, and/or limitations on their attendance.

d. Coordinate with developers on processes or references that will better support IMS attendance at TRADOC courses.

2-26. Executive agents (EAs), in cooperation with Army commands and proponents

a. Perform needs and task/topic analysis with assistance from appropriate proponent and SMEs to determine any valid learning product development requirements.

b. Coordinate the needs analysis with other EAs and proponents, as appropriate, and recommend to HQ TRADOC, DCS, G-3/5/7 learning product development requirements.

c. Propose implementation strategies for recommended learning products. Justify any identified requirements not recommended for implementation.

Chapter 3 Strategic Guidance for Full Spectrum Learning

Section I The Strategic Framework

3-1. Concepts and strategies As the Army proponent for learning policy and doctrine, both individual and collective, TRADOC has developed a strategic framework that informs a Campaign of Learning and our learning environment. TP 525-3-0 describes broad requirements for future capabilities and operational adaptability. Tied to this overarching document are strategies and concepts, which require significant changes to Army learning policy, both immediate and long term. Published strategies and concepts most directly affecting TR 350-70 policy changes are TP 525-8-2 and TP 525-8-3.

3-2. Operational environment

a. The 21st Century Army training and education development programs and initiatives must prepare Soldiers, units, and Army civilians to rapidly adapt to complex situations across the FSO, to fight when necessary, and to win decisively. The OE is a key enabler supporting the U.S. Army’s core functions and competencies in producing leaders and Soldiers to fight and win during FSO.

b. In order to build an Army that will dominate in FSO, TRADOC CoEs must prepare our leaders for hybrid threats and simultaneous operations within a multicultural environment.

This requires leaders who understand the implications of operating with JIIM partners and can envision likely outcomes of events within the context of their OE. The most important implication is CoEs do not have the luxury of focusing on any one threat or under any one area within the spectrum of conflict. Instead, leaders must be exposed to the multiple threats that exist in an OE. Therefore, we must educate our leaders on all aspects of the OE through the operational variables interaction of political, military, economic, social, information, infrastructure, physical environment, and time (PMESII-PT) and how the OE affects elements of military design and the operations process.

c. The OE in the 21st century requires the training base to produce Soldiers capable of contributing as team members on the day of arrival at their first assignment. IMT must ground our Soldiers with the Army’s values and culture while developing their ability to be mentally and physically tough and unwilling to accept defeat. They must be constantly challenged through a rigorous, standards-based program that emphasizes hands-on, performance-based training under stressful conditions.

d. Further discussion of the impact of the OE on training, education, and leader development may be found in TP 525-8-3, appendix M.

3-3. Adaptability Execution requirements of FSO require leaders and Soldiers to be capable of adapting rather than relying on superior technology. In order to satisfy FSO requirements, institutions must develop learning products that:

a. Provide opportunities to experience full spectrum challenges through a balanced mix of live and simulated learning environments.

b. Develop adaptability at all levels through a foundation of operational competencies, and then increase the type and intensity of stressors and ambiguity.

c. Provide opportunities for the Army to continuously assess and build mastery of fundamental competencies.

d. Accurately measure Soldier competencies and tailor individual learning to account for previous training, education, and experience.

3-4. Full spectrum learning

a. The unique problems of training and educating Soldiers and their leaders for FSO require a change in the Army’s approach to learning. This new approach is to create a balanced learning environment using the three pillars of leader development, as defined in the Army Leader Development Strategy (ALDS) and illustrated in figure 3-1, throughout a Soldier’s or Army civilian’s career. These pillars (training, education, and experience) are all critical to meeting Army learning goals. They are present in every school and every assignment. It is the balance of these pillars which defines the idea of full spectrum learning. Just as offense, defense, and stability operations are always present in FSO, education, training, and experience are always present in full spectrum learning. The emphasis must be on having a balance of these pillars, throughout the career-long continuum, at a physical location or through virtual connection, and with self-development opportunities between institutional courses.

Figure 3-1. Three pillars of leader development

b. The concept of a balanced, career-long learning continuum, expressed graphically in figure 3-2, uses the same three-component methodology for full spectrum learning. The concept holds true for all cohorts. In early career, learning balances more heavily in training; in mid-career the balance shifts more to experience; and in later career, the balance shifts more to education. Self-development and lifelong learning is encouraged throughout.

DL Modules

Broadening Experiences

Mobile Learning

Ed Training

Experience

Training

Experience

Education Tng

Experience

Full Spectrum Learning Career-long Learning Continuum

Self-Development

Ed

Ambiguity

Responsibility

Abbreviation Key:

Ed ̶ Education Tng ̶ Training DL ̶ Distributed learning

Figure 3-2. Full spectrum learning

3-5. The Army Leader Development Strategy (ALDS)

a. The ALDS provides the framework for "developing our leaders in a competitive learning environment, and it is in this environment, above all others, where we must prevail."

b. The ALDS guides development of Army officers, NCOs, warrant officers, and civilian leaders. It lists the following seven qualities the Army seeks in all leaders:

(1) Competence in core leader proficiencies.

(2) Agility to operate with a global mindset and across the spectrum of conflict.

(3) Ability to operate in JIIM environments and leverage other capabilities in achieving their objectives.

(4) Capability to operate and provide advice at the national level.

(5) Cultural astuteness and ability to use this awareness and understanding to achieve an intercultural exchange.

(6) Courage enough to see and exploit opportunities in the challenges and complexities of the operational environment.

(7) Grounding in Army values and warrior ethos.

c. Where terminology distinctions are necessary, current definitions for the three pillars of learning and leader development — training, education, and experience — are employed as follows:

(1) Training. Army training is an organized, structured process based on sound principles of learning designed to increase the capability of individuals or units to perform specified tasks or skills, including problem solving. Training increases the ability to perform in situations with emphasis on competency, physical and mental skills, knowledge, and concepts.

(2) Education. Education provides intellectual constructs and principles. It helps develop individuals and leaders who can think, apply knowledge, and solve problems under uncertain or ambiguous conditions. Education is associated with "how to think." Education gives leaders and individuals the tools to think at all levels (organizationally and strategically) and to enhance leadership abilities along with knowledge and experience. This achievement occurs over a leader’s career with increasingly complex education, especially in the areas of leader development and the military arts.

(3) Experience. Soldiers, units, and Army civilians learn by doing. The warfighting and/or technical know-how and competencies gained are enhanced through participation in collective and individual learning activities and events. To effectively enhance experience, training must be realistic and strenuous. Likewise, education must include a rigorous curriculum with defined outcomes, especially in the area of leader development.

3-6. TRADOC Pamphlet (TP) 525-8-2, The Army Learning Concept (ALC) for 2015 The ALC describes learning environment factors that will begin to change learning product development and delivery across the three domains. Learning environment factors include:

personnel inputs to the Army, generational and student differences, learning science, and technological opportunities.

3-7. TP 525-8-3, The Army Training Concept (ATC) 2012-2020 The ATC describes, for the years 2012-2020, the total Army organizational training requirements and capabilities necessary to generate and sustain units. Soldiers and units need to be trained in FSO and able to succeed in the OE in conditions of uncertainty over extended periods. The ATC provides a vision for an integrated learning environment that builds leaders, Soldiers, units, and Army civilians to have the capability to achieve the ARFORGEN objectives and to execute FSO.

Section II Institutional Requirements

3-8. Learning product requirements In developing learning products, institutions must:

a. Extend learning beyond the schoolhouse in a career-long learning continuum through the significantly expanded use of network technologies.

b. Design learning to be more facilitated, team-based, and learner-centric.

c. Leverage technology to provide engaging, relevant, and rigorous resident, distributed, and mobile learning, and social learning activities.

d. Leverage opportunities to implement technologies to engage and appeal to digital learners.

e. Extend learning progressively and sequentially for career-long expansion and deepening of cognitive, interpersonal, and problem-framing/solving skills essential for operational adaptability.

f. Design the learning system to expand beyond the confines of "brick and mortar" to deliver learning products to Soldiers at the point of need.

g. Implement blended learning to balance quality face-to-face learning experiences with technology-enabled learning products.

h. Employ learning strategies that foster critical thinking and problem-solving skills needed for operational adaptability.

i. Continuously evaluate the entry phase characteristics and perspectives of incoming Soldiers and adjust learning curricula to achieve desired outcomes at all levels of the learning system.

j. Incorporate deliberate strategies to ensure required skill levels, knowledge, and abilities transfer from the institutional environment to the operational environment.

3-9. ALC instructional guidelines Institutions must use the following guidelines adopted from TP 525-8-2 for learning product development across all cohorts and echelons:

a. Convert most classroom experiences into collaborative, problem-solving events led by instructors/facilitators who engage students to think and understand the relevance and context of what they learn.

b. Tailor learning to the individual student’s experience and competence level based on the results of a pre-assessment.

c. Dramatically reduce or eliminate instructor-led slide presentation lectures and begin using a blended learning approach that also incorporates virtual and constructive simulations, gaming techniques and technology, or other technology-delivered instruction.

d. Link all learning activity outcomes to what TP 525-8-2 defines as 21st century Soldier competency. Metrics and outcomes must be designed for the career-long learning continuum for each cohort and echelon.

e. Examine courses to identify learning content that can be transformed into performance support applications. Develop performance support applications and introduce them in the schoolhouse at all levels.

f. Develop supporting, technology-driven instruction incorporating adaptive learning and intelligent tutors with a goal of reducing learning time while maintaining effectiveness for resident and non-resident use.

g. Integrate digital literacy skills appropriate at each career level and foster skills to enable and encourage lifelong learning.

h. Implement components of virtual and game-based learning opportunities to add realism and operational relevance at all levels.

i. Integrate JIIM, culture, and comprehensive fitness goals into courses at the level and degree that fits the learning audience.

j. Develop a full spectrum mind-set in students, while maintaining flexibility to adapt learning content to meet operational demands.

k. Use authentic exercises in classroom and blended learning activities to maximize skills transfer to the job and to the OE.

3-10. Push and reach-back As the Army’s central hub for branch-specific knowledge, institutions must expand their push and reach-back for students throughout their Army careers by:

a. Promoting social learning and pushing new information to students using networked connections and activities.

b. Providing access and facilitating reach-back to knowledge and information needed by students in the operational units.

3-11. Integration of operational observations, insights, and lessons (OIL)

a. Because of new tactics and strategies employed by adaptive enemies, proponents must:

(1) Formally and informally collect OIL from operational events.

(2) Evaluate the validity of learning products, performance support tools, and applications including those submitted or transmitted by Soldiers.

(3) Analyze and disseminate critical operational OIL to those who need to know and act on the information.

b. Where possible and feasible, institutions should leverage enterprise-level support activities and mechanisms in development of high-end digital learning products. These support activities provide access to specialized educational media development experts and researchers on the cutting edge of learning technology.