TE-18_Army_Regulation_350-1.pdf

Army Regulation 350–1

Training

Army Training and Leader Development

Headquarters Department of the Army Washington, DC 19 August 2014

UNCLASSIFIED

SUMMARY of CHANGE

AR 350–1

Army Training and Leader Development

This major revision, dated 19 August 2014--o Establishes Individual Development Plan management and the Army Career Tracker; expands Multi-Source Assessment and Feedback; establishes the Army Learning Product Development by introducing analysis, design, development, implementation and evaluation (ADDIE)and eliminates Army Training and Education Development (ATED); removes the combined list of Army Training Strategy and Army Leader Development Strategy goals; removes reference to Army Training and Leader Development Strategy and Army Training and Leader Development Guidance; establishes the Army Leader Development Forum which replaces the Quarterly Leader Development Review (chap 1).

o Modifies responsibilities of U.S. Army Forces Command and Office of the Chief, Army Reserve based on realignment of U.S. Army Reserve Command;

deletes Eighth U.S. Army; adds U.S. Army Cyber Command; removes U.S. Army Forces Command responsibility as Army service component command for Joint Forces Command (chap 2).

o Renames and restructures the Noncommissioned Officer Education System by replacing Basic Noncommissioned Officer Course with Advanced Leaders Course, and Advanced Noncommissioned Officers’ Course with Senior Leaders Course;

renames and restructures Officer Education System by replacing Basic Officer Leaders Course I, II, and III with Basic Officer Leaders Course A and B, renames Warrant Officer courses; modifies the entry on DA Form 1059 for APFT failure from achieved marginal course standards to failed course standards;

changes the profile waiver criteria to an exception to policy for Warrant Officer Candidate School and Officer Candidate School; changes the approval level for senior service college deferments for lieutenant colonel (promotable) and colonel; deletes the First Sergeant Course adding the Company Commander First Sergeant Course; aligns Warrior Leader Course to Noncommissioned Officer Education System (chap 3).

o Revises and restructures the Civilian Education System; establishes general policy and guidance for the overall administration of Army civilian training programs, including identifying authorities that govern civilian training;

clarifies requirements for maintaining civilian training records and documentation; clarifies authorized resources and expenses which may be used to support civilian training; identifies centrally managed civilian training courses/programs (chap 3).

o Clarifies the source for mandatory training in units; adds unit level collective training terms of reference; revises troop schools (chap 4).

o Revises and establishes new training standards for language and cultural training (chap 8).

o Adds requirement of formal inspection of individual training records. Changes maintenance of individual training records from manual to documentation in Digital Training Management System (app F).

o Revises table G-1 to reflect only reoccurring mandatory training in units common to all Soldiers in a unit; establishes conditions for exemptions to mandatory training; validates the U.S. Army Forces Command-published pre-deployment training guidance messages and identifies other Army training programs; addresses mandatory training for selected personnel; increases resilience training requirements; replaces sexual harassment training and sexual assault prevention and response training with Sexual Harassment / Assault Response and Prevention Program training; adds requirement for Army Values training; adds requirement for Deputy Chief of Staff, G-2 initial orientation and annual refresher information security training (app G).

o Adds internal control evaluation (app M).

o Adds glossary terms pertaining to Training Support System management and execution for execution commands, execution support commands, senior commander, mission commander, and supported commands; and mandatory training and command-directed training (glossary).

o Makes administrative changes (throughout).

Headquarters Department of the Army Washington, DC 19 August 2014

Training

Army Training and Leader Development

*Army Regulation 350–1

Effective 19 September 2014

H i s t o r y . T h i s r e g u l a t i o n i s a m a j o r revision.

Summary. This regulation consolidates p o l i c y a n d g u i d a n c e f o r A r m y t r a i n i n g and leader development and support Army d e c i s i v e a c t i o n s i n U n i f i e d L a n d Operations.

Applicability. This regulation applies to t h e A c t i v e A r m y , t h e A r m y N a t i o n a l Guard/Army National Guard of the United States, and the U.S. Army Reserve, unless otherwise stated. It also applies to Depart-m e n t o f t h e A r m y c i v i l i a n e m p l o y e e s .

During mobilization, the proponent may modify the policies and procedures con-tained in this regulation provided that the modification is coordinated with and con-curred with by the Administrative Assist-ant to the Secretary of the Army and that the modification is disseminated through the Administrative Assistant to the Secre-tary of the Army.

Proponent and exception authority.

The proponent of this regulation is the Deputy Chief of Staff, G–3/5/7. The pro-ponent has the authority to approve ex-ceptions or waivers to this regulation that a r e c o n s i s t e n t w i t h c o n t r o l l i n g l a w a n d regulations. The proponent may delegate this approval authority, in writing, to a d i v i s i o n c h i e f w i t h i n t h e p r o p o n e n t agency or its direct reporting unit or field operating agency, in the rank of colonel or the civilian equivalent. Activities may request a waiver to this regulation by pro-v i d i n g j u s t i f i c a t i o n t h a t i n c l u d e s a f u l l analysis of the expected benefits and must i n c l u d e f o r m a l r e v i e w b y t h e a c t i v i t y ’ s senior legal officer. All waiver requests will be endorsed by the commander or s e n i o r l e a d e r o f t h e r e q u e s t i n g a c t i v i t y and forwarded through their higher head-quarters to the policy proponent. Refer to AR 25–30 for specific guidance.

Army internal control process. This regulation contains internal control provi-sions in accordance with AR 11–2 and identifies key internal controls that must be evaluated (see app M).

S u p p l e m e n t a t i o n . S u p p l e m e n t a t i o n o f this regulation and establishment of com-mand and local forms are prohibited with-out prior approval from the Deputy Chief of Staff, G–3/5/7 (DAMO–TR), Washing-ton, DC 20310–0450.

Suggested improvements. Users are i n v i t e d t o s e n d c o m m e n t s o r s u g g e s t e d improvements on DA Form 2028 (Recom-m e n d e d C h a n g e s t o P u b l i c a t i o n s a n d Blank Forms) directly to the Office of the D e p u t y C h i e f o f S t a f f , G – 3 / 5 / 7 ( D A M O – T R ) , 4 5 0 A r m y P e n t a g o n , Washington, DC 20310–0450.

Committee management. AR 15–1 re-quires the proponent to justify establish-i n g / c o n t i n u i n g c o m m i t t e e ( s ) , c o o r d i n a t e draft publications, and coordinate changes in committee status with the U.S. Army Resources and Programs Agency, Depart-ment of the Army Committee Manage-ment Office (AARP–ZA), 9301 Chapek Road, Building 1458, Fort Belvoir, VA 22060–5527. Further, if it is determined t h a t a n e s t a b l i s h e d “ g r o u p ” i d e n t i f i e d within this regulation, later takes on the characteristics of a committee, as found in the AR 15–1, then the proponent will fol-l o w a l l A R 1 5 – 1 r e q u i r e m e n t s f o r e s -tablishing and continuing the group as a committee.

Distribution. This publication is availa-ble in electronic media only and is in-tended for command levels C, D, and E for the Active Army, the Army National Guard/Army National Guard of the United States, and the U.S. Army Reserve.

Contents (Listed by paragraph and page number)

Chapter 1 Introduction, page 1

Section I Overview, page 1 Purpose • 1–1, page 1

*This regulation supersedes AR 350–1, dated 18 December 2009.

AR 350–1 • 19 August 2014 i

UNCLASSIFIED

Contents—Continued

References • 1–2, page 1 Explanation of abbreviations and terms • 1–3, page 1 Responsibilities • 1–4, page 1

Section II Army Mission and Force Generation, page 1 Army mission and strategic goal • 1–5, page 1 The modular force • 1–6, page 1 Army Force Generation • 1–7, page 1

Section III Goals of Army Training, page 2 The training challenge • 1–8, page 2 Army training and leader development goals • 1–9, page 2 Army training and leader development • 1–10, page 2 Training domains • 1–11, page 2

Section IV Army Training and Leader Development Processes, page 4 The Army Training System • 1–12, page 4 Authorities and responsibilities for training • 1–13, page 4 Army Learning Product Development • 1–14, page 5 The Army training management process • 1–15, page 5 Training Support System • 1–16, page 6 Leader development • 1–17, page 7 Training standardization • 1–18, page 8 Conducting training in units and schools • 1–19, page 8 Managing training in units • 1–20, page 8 Managing training in Army schools • 1–21, page 9

Section V Army Training Programs, page 10 Oversight of Army training programs • 1–22, page 10 Physical readiness training • 1–23, page 10 The Combat Training Center Program • 1–24, page 10

Section VI Training and Education Schools, page 10 The Army School System • 1–25, page 10 One Army School System • 1–26, page 10 Schools of other government organizations • 1–27, page 11 Inter-service training • 1–28, page 11

Chapter 2 Responsibilities, page 11

Section I Headquarters, Department of the Army, page 11 Assistant Secretary of the Army (Acquisition, Logistics, and Technology) • 2–1, page 11 Assistant Secretary of the Army (Installations, Energy and Environment) • 2–2, page 12 Assistant Secretary of the Army (Manpower and Reserve Affairs) • 2–3, page 12 Chief Information Officer/G–6 • 2–4, page 12 Assistant Chief of Staff for Installation Management • 2–5, page 12 Office of the Chief of Staff Army, Director, Senior Leader Development Office • 2–6, page 13 Deputy Chief of Staff, G–1 • 2–7, page 13 Deputy Chief of Staff, G–2 • 2–8, page 15 ii AR 350–1 • 19 August 2014

Deputy Chief of Staff, G–3/5/7 • 2–9, page 15 Deputy Chief of Staff, G–4 • 2–10, page 18 Deputy Chief of Staff, G–8 • 2–11, page 19 Chief, National Guard Bureau • 2–12, page 19 Chief, Army Reserve • 2–13, page 21 The Inspector General • 2–14, page 22 Chief of Public Affairs • 2–15, page 22 The Surgeon General • 2–16, page 22 The Judge Advocate General • 2–17, page 23 Chief of Chaplains • 2–18, page 23 Chief of Engineers • 2–19, page 23 Provost Marshal General • 2–20, page 23 Commanders of Army commands, Army service component commands, and direct reporting units • 2–21, page 24

Section II Army Commands, page 26 Commanding General, U.S. Army Training and Doctrine Command • 2–22, page 26 Commanding General, U.S. Army Forces Command • 2–23, page 32 Commanding General, U.S. Army Materiel Command • 2–24, page 33

Section III Army Service Component Commands, page 34 Commanding General, U.S. Army, Europe • 2–25, page 34 Commanding General, U.S. Army Pacific • 2–26, page 34 Commanding General, U. S. Army South • 2–27, page 34 Commanding General, U. S. Army North • 2–28, page 35 Commanding General, U.S. Army Central Command • 2–29, page 35 Commanding General, U.S. Army Special Operations Command • 2–30, page 35 Commanding General, U.S. Army Space and Missile Defense Command/Army Strategic • 2–31, page 35 Commanding General, Military Surface Deployment and Distribution Command • 2–32, page 36

Section IV Direct Reporting Units and Other Commands, page 36 Commanding General, U.S. Army Corps of Engineers • 2–33, page 36 Commanding General, U.S. Army Medical Command • 2–34, page 36 Commanding General, U.S. Army Intelligence and Security Command • 2–35, page 36 Commanding General, U.S. Army Criminal Investigation Command • 2–36, page 37 Commanding General, U.S. Army Military District of Washington • 2–37, page 37 Commanding General, Installation Management Command • 2–38, page 37 Superintendent, U.S. Military Academy • 2–39, page 37 Commanding General, U.S. Army Network Enterprise Technology Command/9th Signal • 2–40, page 37 Commanding General, U.S. Army Test and Evaluation Command • 2–41, page 38 Director, U.S. Army Acquisition Support Center • 2–42, page 38 Commanding General, U.S. Army Cyber Command • 2–43, page 38 Other commanders and leaders • 2–44, page 38 Senior commander and garrison commander duties • 2–45, page 39

Section V Proponent School Commandants/Commanders, page 40 Commandants and commanders of Army schools • 2–46, page 40 Approval responsibilities for programs of instruction/courses at special schools • 2–47, page 42

Chapter 3 The Army Institutional Training and Education System, page 42 iiiAR 350–1 • 19 August 2014

Section I Introduction, page 42 Description • 3–1, page 42 One Army School System • 3–2, page 42 The Army School System • 3–3, page 43 Army training and education proponents • 3–4, page 44

Section II Administration, page 45 Army Quality Assurance Program requirements • 3–5, page 45 Course information • 3–6, page 47 Conduct of Training and Training locations • 3–7, page 47 HQDA Mandatory training in institutions • 3–8, page 47 Conduct of instruction • 3–9, page 47 Eligibility • 3–10, page 48 Incurred obligations • 3–11, page 49 Selection of Soldiers and Army Civilians for training and education • 3–12, page 50 Physical readiness and height and weight requirements for military institutional training • 3–13, page 52 Physical profiles • 3–14, page 54 Student dismissal • 3–15, page 55 Removal from course consideration or selection lists • 3–16, page 57 Deferment • 3–17, page 57 Declinations • 3–18, page 58 Officer and noncommissioned officer professional military education backlog definitions • 3–19, page 59 Course credit • 3–20, page 59 Operational Credit Program • 3–21, page 60 Early release/early graduation from the Officer Education System/Noncommissioned Officer • 3–22, page 61 Education and training evaluation • 3–23, page 62 Student education and training records • 3–24, page 62 Documentation of course/training completion • 3–25, page 62 Academic evaluation report • 3–26, page 63

Section III Initial Military Training, page 63 Initial Military Training • 3–27, page 63 Initial Entry Training for Prior Service • 3–28, page 65

Section IV Officer Training and Education, page 66 The Officer Education System • 3–29, page 66 Warrant officer education requirements • 3–30, page 67 Officer education requirements • 3–31, page 68 Pre-commissioning/Pre-appointment programs • 3–32, page 68 Basic Officer Leadership Course Phases A (Pre-commissioning) and B (Branch) • 3–33, page 68 Warrant Officer Advanced Course • 3–34, page 69 Captains Career Courses • 3–35, page 70 Warrant Officer Staff Course / Warrant Officer Intermediate Level Education • 3–36, page 70 Intermediate Level Education • 3–37, page 70 Advanced Military Studies Program • 3–38, page 74 Command Team and Key Billet Training and Education • 3–39, page 74 Warrant Officer Senior Staff Course / Warrant Officer Senior Service Education • 3–40, page 77 Senior Service Colleges • 3–41, page 77 U.S. Army War College • 3–42, page 77 Advanced Strategic Leadership Studies Program • 3–43, page 78 Army War College Fellowship Program • 3–44, page 78 iv AR 350–1 • 19 August 2014

Schools of Other Nations • 3–45, page 78 General Officer training • 3–46, page 80

Section V Noncommissioned Officer Training and Education, page 82 Noncommissioned Officer Education System • 3–47, page 82 Noncommissioned Officer Education System requirements • 3–48, page 83 Structured Self Development • 3–49, page 83 Noncommissioned officer academies • 3–50, page 83 Warrior Leader Course • 3–51, page 84 Advanced Leaders Course • 3–52, page 84 Senior Leaders Course • 3–53, page 85 Sergeants Major Course • 3–54, page 85 Command Sergeant Major Brigade and Battalion Pre-Command Course and Command Sergeant Major Development

Program • 3–55, page 86

Section VI Military Functional, Specialty and Other Training, page 86 Military Functional area and skill training • 3–56, page 86 Ranger training • 3–57, page 86 Airborne training • 3–58, page 87 Equal Opportunity Management training • 3–59, page 87 Battle Staff Noncommissioned Officer Course • 3–60, page 88 Advanced Strategic Planning and Policy Program • 3–61, page 88 Joint education and training institutions • 3–62, page 88

Section VII Civilian Education, page 88 Civilian Leader Development • 3–63, page 88 The Civilian Education System • 3–64, page 88 Foundation Course • 3–65, page 89 Basic Course • 3–66, page 89 Intermediate Course • 3–67, page 89 Advanced Course • 3–68, page 90 Continuing Education for Senior Leaders • 3–69, page 90 Action Officer Development Course • 3–70, page 91 Supervisor Development Course • 3–71, page 91 Manager Development Course • 3–72, page 91 Mandatory Supervisory Training for Civilian and Military Supervisors • 3–73, page 91 Senior Enterprise Talent Management Program • 3–74, page 91 Senior Service College • 3–75, page 92 Defense Senior Leader Development Program • 3–76, page 93 Graduate Placement Program for Senior Service College and Defense Senior Leader Development Program • 3–77, Defense Executive Leadership Development Program • 3–78, page 94 Senior Executive Service Education, Training and Development • 3–79, page 94

Section VIII Civilian Functional, Specialty and Other Training, page 96 Training and Developing the Army Civilian Corps • 3–80, page 96 Training Records and Documentation • 3–81, page 96 Supervisors and Managers • 3–82, page 97 Resourcing Civilian Training • 3–83, page 97 Authorized Training Expenses • 3–84, page 97 Repayment of Training Expenses • 3–85, page 98 vAR 350–1 • 19 August 2014

Continued Service Agreement • 3–86, page 98 Outside the Continental United States Training for Employees Stationed in the Continental United States • 3–87, Non Government Training Sources • 3–88, page 99 Prohibited Practices • 3–89, page 100 Training During the Duty Day • 3–90, page 100 Conferences and Workshops • 3–91, page 100 Credentials and Certifications • 3–92, page 101 Competitive Professional Development • 3–93, page 101 Academic Degree Training • 3–94, page 103 Army Congressional Fellowship Program • 3–95, page 103 Leadership for a Democratic Society at the Federal Executive Institute • 3–96, page 104 Harvard University Program for Senior Executive Fellows • 3–97, page 105 Senior Manager Course in National Security Leadership • 3–98, page 105 Senior Leader Seminar: Senior Leader Development Course • 3–99, page 106

Section IX General Functional, Specialty and Other Training, page 106 Civilian institutions • 3–100, page 106 Contract training courses • 3–101, page 107 Sabbaticals • 3–102, page 107 Exception to Civilian Training Policy Requests • 3–103, page 107

Chapter 4 Training in Units and Organizations, page 107

Section I Planning Unit Training, page 107 The command climate and leadership • 4–1, page 107 Sergeant’s Training Time • 4–2, page 108 Assessments and evaluations of performance • 4–3, page 108 Recording military training • 4–4, page 109 HQDA Mandatory training in units • 4–5, page 109 Collective Training - Terms of Reference • 4–6, page 109 Pre-deployment and redeployment training requirements • 4–7, page 110

Section II Training and Leader Development in Units, page 111 General policy • 4–8, page 111 Officer Professional Development • 4–9, page 111 Noncommissioned Officer Development Program • 4–10, page 111 Airborne training in units • 4–11, page 112 Army Combatives Program • 4–12, page 113 Chemical, Biological, Radiological, and Nuclear defense training • 4–13, page 113 Troop Schools Training • 4–14, page 113 Intelligence Training and readiness • 4–15, page 114

Chapter 5 Training Support System, page 114 Purpose • 5–1, page 114 Training Support System Products, Services, and Facilities • 5–2, page 114 Training Support System Program Components • 5–3, page 115 Training Support System Organization • 5–4, page 116 Training Support System Enterprise • 5–5, page 116 Training Support System Management and Execution • 5–6, page 117 vi AR 350–1 • 19 August 2014

Training Support System Requirements Generation • 5–7, page 119 Training Support System Sustainment and Maintenance • 5–8, page 119 Training Support System Metrics and Capability Assessment • 5–9, page 119

Chapter 6 Army Modernization Training, page 120

Section I Introduction, page 120 Policies and procedures • 6–1, page 120 Army modernization by unit sets • 6–2, page 120 Total package fielding • 6–3, page 120 Rapid equipment acquisition, fielding and testing • 6–4, page 120 Acquisition of training support • 6–5, page 120 General acquisition objectives for training • 6–6, page 121 Required training and training support • 6–7, page 121 Provision of training and training support • 6–8, page 122 Training developer determines requirements for new equipment training and doctrine and tactics training • 6–9, Section II New Equipment Training, page 124 New equipment training objective • 6–10, page 124 New equipment training policy • 6–11, page 125 Planning for new equipment training • 6–12, page 125 New equipment training planning considerations • 6–13, page 126 Contractual requirements • 6–14, page 126 Developing training support components • 6–15, page 127 Conducting new equipment training • 6–16, page 127 Termination of new equipment training • 6–17, page 128 Funding for new equipment training • 6–18, page 128 New equipment training documentation • 6–19, page 128 Agencies requiring new equipment training • 6–20, page 128 Reserve Component considerations • 6–21, page 130

Section III Displaced equipment, page 130 Displaced equipment training determination • 6–22, page 130 Reserve Component displaced equipment determination • 6–23, page 130

Section IV Doctrine and Tactics Training, page 130 Doctrine and tactics training summary • 6–24, page 130 Doctrine and tactics training policy • 6–25, page 130 Planning for doctrine and tactics training • 6–26, page 131 Sustainment training coordination • 6–27, page 131 Sustainment training policy • 6–28, page 131 Sustainment training planning and execution • 6–29, page 131

Chapter 7 The Army Distributed Learning Program, page 132

Section I Introduction, page 132 Description • 7–1, page 132 General • 7–2, page 132 viiAR 350–1 • 19 August 2014

Training and education through distributed learning • 7–3, page 132 Distributed Learning courses • 7–4, page 133 Army e-Learning • 7–5, page 133

Section II Developing and Implementing Distributed Learning, page 133 Distributed learning governance; approval process for distributed learning courseware development • 7–6, page 133 Distributed learning development prioritization • 7–7, page 134 Distributed learning implementation • 7–8, page 134 Course information • 7–9, page 135 Training • 7–10, page 135 Eligibility • 7–11, page 135 Selection and enrollment • 7–12, page 135 Compensation of the Selected Reserve of the Ready Reserve personnel for electronic-based Distributed Learning

• 7–13, page 136 Course credit • 7–14, page 138 Student dismissal • 7–15, page 138

Section III DL Facilities, page 138 Modifications to Digital training facilities • 7–16, page 138 Digital training facilities and distributed learning classroom utilization procedures • 7–17, page 138 Maintenance and administration • 7–18, page 139

Chapter 8 Culture and Language, page 140

Section I Introduction, page 140 Purpose • 8–1, page 140 References • 8–2, page 140 Cultural Capability and Language Proficiency • 8–3, page 140 Training categories • 8–4, page 140

Section II Cultural Capability, page 140 Responsibilities • 8–5, page 140 Terms • 8–6, page 140 Cultural capability levels • 8–7, page 141 Cultural capability evaluation • 8–8, page 141 Cultural training domains • 8–9, page 141

Section III Language Proficiency, page 142 Responsibilities • 8–10, page 142 Language training domains • 8–11, page 142 Language education and training documentation • 8–12, page 143

Appendixes

A. References, page 144

B. The Learning Product Development Process, page 155

C. Military Schools, Colleges, and Training Centers, page 157

D. Prerequisites and Service Obligation Incurred by Attendance at Foreign Military Schools, page 159 viii AR 350–1 • 19 August 2014

E. Noncommissioned Officer Academy Designations and Regions and Active Army Regional Quota Managers, F. Training Records, page 164

G. Army Training Programs, page 166

H. Joint Airborne/Air Transportability Training, page 193

I. Constructive or Equivalent Course Credit for Officers and Army Civilians, page 195

J. List of Reimbursable New Equipment Training Support and Services, page 199

K. Multi-Source Assessment and Feedback, page 199

L. Culture and Language Resources, page 202

M. Internal Control Evaluation, page 203

Table List

Table 3–1: Matrix of Initial Entry Training Attendance for Prior Service Personnel (Addressing Break-in-Service), Table 3–2: ILE Requirements for Other Service Assessed and Government Civilian Graduates (for officers in Year Group or Commission Year 94 and subsequent year groups), page 73

Table 3–3: Army Brigade and Battalion Pre-command Course (PCC) Attendance Policy, page 75 Table 6–1: Responsibility for Training Development and Support If Needed for the Conduct of New Equipment

Training/Doctrine and Tactics Training, page 123 Table 6–2: Responsibility for Providing with Materiel Fielding the Training Support Components needed for

Sustainment Training after any NET/DTT, page 124 Table B–1: Analysis, design, development, implementation, and evaluation process, page 156 Table D–1: Schools that equate to U.S. Senior Service Colleges, page 160 Table D–2: Schools that equate to Command and General Staff Officer Course, page 160 Table E–1: Noncommissioned Officer Academy regions, page 162 Table E–2: Addresses of regional quota managers, page 164 Table G–1: Headquarters, Department of the Army Mandatory Training Requirements for all Personnel in Units, Table G–2: Headquarters, Department of the Army Mandatory Training Subjects Taught in Training Institutions, Table G–3: Headquarters, Department of the Army Mandatory Training Requirements for Army Civilians, page 170 Table I–1: Constructive or equivalent course credit for Officer Personnel Management Directorate—-managed Active

Army commissioned officers, page 195 Table I–2: Constructive or equivalent course credit for chaplains, page 196 Table I–3: Constructive or equivalent course credit for AMEDD (MC, DC, VC, AN, MSSP) officers, page 197 Table I–4: Constructive or equivalent course credit for Judge Advocate General Corps officers, page 197 Table I–5: Constructive or equivalent course credit for Army Civilian Corps, page 198

Glossary ixAR 350–1 • 19 August 2014

Chapter 1 Introduction

Section I Overview

1–1. Purpose This regulation prescribes policies, procedures, and responsibilities for developing, managing, and conducting Army training and leader development.

1–2. References Required and related publications and prescribed and referenced forms are listed in appendix A.

1–3. Explanation of abbreviations and terms Abbreviations and special terms used in this regulation are explained in the glossary.

1–4. Responsibilities Responsibilities are listed in chapter 2.

Section II Army Mission and Force Generation

1–5. Army mission and strategic goal The Army’s mission is to build forces capable of Unified Land Operations, able to operate effectively with Joint, interagency, intergovernmental and multinational partners across the range of military operations to provide capable and ready forces to combatant commanders (CCDRs) in support of the National Security and National Defense Strategies, while sustaining and maintaining the quality of the All-volunteer Force. The Army’s Strategic Goal is to provide the Joint Force Commander (JFC) with forces prepared to seize, retain, and exploit the initiative to gain and maintain a position of relative advantage in sustained land operations through simultaneous offensive, defensive, and stability or defense support of civil authorities operations in order to prevent or deter conflict, prevail in war, and create the conditions for favorable conflict resolution. Training must address the Joint context and follow the concepts and implementation guidelines in Department of Defense (DOD) Training Transformation.

1–6. The modular force To meet requirements of current operations and anticipated future missions, the Army restructured operating forces in all components of the Army into operational headquarters and modular brigades - Armored, Stryker, and Infantry brigade combat teams, multifunctional support brigades (aviation, maneuver enhancement, battlefield surveillance, fires, and sustainment), functional and theater brigades. Modularity enables the Army to assign a set of Army modular brigades to an operational headquarters to accomplish a specific mission and to synchronize the allocation of resources to ensure their readiness. The Army’s intent behind the modular force is for the active Army (AA) to provide rapidly responsive, agile and expeditionary forces that typically respond within the first 30 days of an operation. The availability of sufficient AA and reserve component (RC) forces will provide the Joint Force commander the capabili-ties necessary to achieve operational and strategic objectives and to conduct sustained land combat.

1–7. Army Force Generation The Army Force Generation (ARFORGEN) process established in AR 525–29 is the structured progression of unit readiness over time to produce trained, ready and cohesive units prepared for operational deployment in support of a CCDR and other Army requirements. The ARFORGEN process is the Army’s core process for force generation cycling units through three phases: Reset, Train/Ready, and Available. Each of the three phases contains a balanced force capability to provide a sustained flow of forces for current commitments and to hedge against unexpected contingencies. ARFORGEN establishes the basis to plan and execute Army-wide unit resourcing. As a model, ARFORGEN supports the Army’s planning, programming, budgeting, and execution (PPBE) process. As a process, it synchronizes the Army’s efforts to provide land forces and other capabilities required by our Nation.

a. The Reset Phase offers the units and individuals the opportunity to focus training on: Soldier-Family reintegra-tion; block leave; unit reconstitution; changes of command; behavioral health, medical and dental readiness; profes-sional military education (PME); individual, team, crew and collective training tasks; receipt of new personnel and equipment; and other reconstitution related tasks.

b. The Train/Ready Phase offers units the opportunity to increase training readiness and capabilities to the highest level possible given resource availability to meet established readiness goals focusing on: individual and collective training tasks; PME; further integration of new personnel and equipment. AA units may be notified of future deployments and RC units may be notified of future mobilizations and deployments. Units will attain proficiency

1AR 350–1 • 19 August 2014 through training in accordance with the Combined Arms Training Strategies (CATS) and ARFORGEN training templates.

c. The Available Phase requires units to have attained the highest state of training and readiness capability in the event they are deployed, and if not deployed, units in the Available Phase are generally the first units considered for sourcing operational requirements to support a contingency. Available forces, not deploying should continue to take advantage of PME opportunities. Units sustain proficiency through training in accordance with the CATS and ARFORGEN training templates.

Section III Goals of Army Training

1–8. The training challenge The Army’s training challenge is to optimize, synchronize and support training in schools, training in units, and self-development training to produce forces and leaders capable of responding across the range of military operations.

Army Doctrine Publication (ADP) 7–0 and Army Doctrine Resource Publication (ADRP) 7–0 provide the Army’s doctrinal foundation for how units train. Unit training management on the Army Training Network provides the how-to extension of that doctrine. Unit CATS are Mission Essential Task List (METL) - based Training strategies and are synchronized with the ARFORGEN Force Pools to support readiness reporting requirements. They are designed to train a unit to perform its missions, employment, capabilities and functions and contain all the collective tasks designed to train the unit. Training Events in the CATS provide recommendations of the methods that can be employed to train those tasks. Training Events are often designed to suggest a sequential training path so that commanders can select the appropriate level of event difficulty to match the unit’s level of proficiency at executing the collective tasks associated with that Task Selection. CATS are nested Crew-level to Brigade Combat Team (BCT), integrate DA Pam 350–38 and provide recommendations on who, what, how and the frequency to train. They provide recommendations on use of training aids, devices, simulators, and simulations (TADSS), training gates, multi-echelon training, resources and provide a base line purpose, outcome and execution guidance for each event. A unit commander has two major training responsibilities: prepare the unit to accomplish the assigned mission and develop Soldiers/leaders for future responsibil-ities. In the absence of a directed mission, the commander will use METL-based CATS and the ARFORGEN training templates (for those units with Headquarters Department of the Army (HQDA) - directed templates) to prepare the unit to perform those missions the unit was doctrinally designed to execute across the range of military operations.

Assignment of a deployment mission allows leaders, in dialogue with their Army service component command (ASCC) commander, to focus their training on those METL tasks that support the deployment mission.

1–9. Army training and leader development goals Due to modularity, ARFORGEN, and the changing operational environment (OE), the Army has developed strategies to guide efforts to train the Army and grow agile leaders. The Army publishes the Army Training Strategy and Army Leader Development Strategy. These two complementary “high” Army strategies describe the vision, specific goals and objectives, management process, and supporting training models, guidance, and systems in an era of persistent conflict, to prepare units and leaders for Unified Land Operations, and to rebuild strategic depth.

1–10. Army training and leader development

a. All training and leader development actions occur within the Army culture, a culture which embraces values and ethics, the Warrior Ethos, standards, and enduring principles and imperatives. Army training strategies serve to synchronize the role each training domain plays in building force readiness.

(1) Training is what the Army does every day. Training builds confidence and competence, while providing essential skills and knowledge - resulting in unit readiness. Unit commanders are responsible for scheduling and conducting training.

(2) Leader development is the deliberate, continuous, sequential, and progressive process - founded in Army values -that grows Soldiers and Army Civilians into competent and confident leaders capable of decisive action. Leader development is achieved through the life-long synthesis of the knowledge, skills, and experiences gained through the training and education opportunities in the institutional, operational, and self-development domains. The Army Leader Development Model, founded in doctrinal products (ADRP 7–0), portrays the interaction among three separate but overlapping training domains (operational, institutional and self-development) that must be synchronized in order to achieve the goal of trained Soldiers, Army Civilians, leaders, and ready units. For additional information on the Army Leader Development Model, see doctrinal products (ADRP 7–0).

b. Details on these strategies are based on a general division of responsibilities and outlined in the Army Training Strategy and the Leader Development Training Strategy.

1–11. Training domains The Army’s training and leader development efforts support training in the three training domains: institutional, operational, and self-development. Each training domain complements the other. All of the domains have an important

2 AR 350–1 • 19 August 2014 role in training Soldiers and Army Civilians, growing leaders and preparing units for employment. ADP 7–0 provides further discussion on the training domains.

a. The institutional training domain. The institutional training domain includes Army centers/schools that provide initial training and subsequent functional and professional military education for Soldiers, military leaders, and Army Civilians. Army schools ensure Soldiers, leaders, and Army Civilians can perform critical tasks to prescribed standards throughout their careers, and support units on a continuous basis. Army schools help instill the key competencies, values, warrior ethos, and Army Profession mindset needed to succeed in any circumstance. The institutional training domain also provides training support products, information, and materials needed by individuals for self-development and by unit leaders in the operational training domain to accomplish training and mission rehearsal/assessment. The institution is a key enabler for unit readiness, providing initial military training, subsequent professional military education and Civilian education and direct support to units for functional training through access to training task development data bases, mobile training teams (MTTs) or other means. The institutional training domain takes lessons-learned from the operational training domain and updates doctrine and tactics, techniques, and procedures and then disseminates this information back to the field and to individuals. Army schools will—

(1) Conduct initial training for Soldiers and Army Civilians that instills common values, ethics reasoning, and warrior ethos/Civilian creed; qualifies individuals on common tasks; qualifies individuals on the critical tasks of their assigned occupational specialty; and produces highly motivated and disciplined individuals.

(2) Conduct training that qualifies individuals for a military occupational specialty (MOS), area of concentration (AOC), additional skill identifier (ASI), skill identifier (SI), special qualification identifier (SQI), or language identifi-cation code (LIC). When required, Army schools will provide training support packages to support awarding these identifiers/codes. Similarly, Army schools provide reclassification training for changing an enlisted MOS, to qualify a warrant officer (WO) or an officer in a new branch. Reclassification training is conducted per AR 140–1, AR 614–200, and AR 611–1.

(3) Develop individuals throughout their careers for more complex duties and progressively higher positions of responsibility in future assignments.

(4) Provide instruction and MTTs in specified areas requiring specialized functional expertise.

(5) Provide leader development (training and education) for all Soldiers and Army Civilians.

(6) Use the U.S. Army Training and Doctrine Command (TRADOC) Army Learning (training and education) Policy and Systems process (described in app B) to produce and distribute learning or training products to all Army training domains, to include:

(a) Training publications that establish tasks, conditions, and standards for military occupational specialties (Sol-dier’s Manuals), units (Combined Arms Training Strategies) and that link Army performance (Army Universal Task List) with Joint performance (Universal Joint Task List).

(b) Proponent commanders/commandants will develop Individual Training Plans (ITPs) to identify required courses and resources in order to align resource requirements, such as major construction, Army (MCA), with the PPBE budget formulation process and energize other resourcing acquisition systems. It also synchronizes the training provided in Army schools, in units, during materiel fielding, at mobilization sites, in operational theaters, and through self-development. As the long range planning document, the ITP outlines training strategies, purposes, scope, implementa-tion milestones for related courses specific to a career management field, MOS, or AOC by Functional Area (FA). ASI and/or SQI are also identified with respective career management field or MOS or AOC by FA.

(c) Training support products and services needed to execute approved training strategies, like courses, training support packages, devices, simulations, instrumentation, ranges/targets, and training support operations.

(d) A Training Support System (TSS) architecture for each training site, optimized to meet the force generation and leader development requirements of personnel and units that will train at the site.

(e) An automated Army Training Management System with links to the Army Centers of Excellence, the Army Training Requirements and Resources System (ATRRS), and Army lessons learned processes and databases.

b. The operational training domain. The operational domain encompasses training activities that unit leaders schedule, and individuals, units and organizations undertake. Unit leaders are responsible for the proficiency of their subordinates (Soldiers and Army Civilians), subordinate leaders, teams/crews, and the unit as a whole. Subordinate leaders assist commanders in achieving ARFORGEN training readiness proficiency goals by ensuring training is conducted to standard in support of the unit’s METL. These activities include: progressive training conducted at home station, regional collective training capability, regional training centers, and mobilization centers; Exportable Combat Training Capability, combat support training exercise and Combat Training Centers (CTC) rotations; during Joint exercises; and while regionally aligned or operationally deployed. For units in the operational Army, METL-based strategies (known as CATS) are synchronized with the weapon training strategy, ARFORGEN training templates and ARFORGEN events menu matrix (EMM) requirements (for those units with HQDA directed templates) to build and sustain unit readiness. These documents describe training resources and training support requirements to execute the ARFORGEN model. Commanders are responsible for unit readiness.

c. Self-development training domain. The self-development training domain recognizes that Army service requires continuous, life-long learning and that structured training activities in Army schools and in operational units often will

3AR 350–1 • 19 August 2014 not meet every individual’s need for content or time. Self-development enables individuals to pursue personal and professional development goals. Leaders help subordinates identify areas where self-development will improve per-formance of current assignment and areas that will prepare them for future career assignments. When preparing for Decisive Action, Soldiers and Army Civilians must continuously study Army and Joint doctrine, lessons-learned, observations, key insights, and best practices. Commanders and other leaders create an environment that encourages subordinates to maximize self-development as an investment in their future. Army schools provide training and education products that can be used for self-development. Self-development focuses on maximizing strengths, over-coming weaknesses, and achieving individual development goals. All Soldiers and Army Civilians must accept their personal responsibility to develop, grow, and commit to professional excellence. The Soldier or Army Civilian must commit to a lifetime of professional and personal growth focused on staying at the cutting edge of their profession. The Army defines self-development as planned, goal-oriented learning that reinforces and expands the depth and breadth of an individual’s knowledge base, self-awareness, and situational awareness. Self-development will complement what has been learned in the classroom and on the job, enhance professional competence, and help meet personal objectives.

There are three types of self-development:

(1) Structured self-development. Learning that continues throughout a career and that is closely linked to and synchronized with classroom and on-the-job learning.

(2) Guided self-development. Recommended but optional learning that will help keep personnel prepared for changing technical, functional, and leadership responsibilities throughout their career.

(3) Personal self-development. Self-initiated learning where the individual defines the objective, pace and process, such as: pursuing college education, advanced degree programs, and so forth.

d. Success. The success of self-development is tied to regular self-assessment and performance feedback.

(1) The Multi-Source Assessment and Feedback (MSAF) tool. This is an excellent example of a self-development tool available to all individuals and units (see app K). Individuals must regularly conduct honest assessments of their strengths and weaknesses. First line leaders must regularly provide feedback on performance and assist individuals in establishing/refining an individual development plan to guide performance improvement; to include updating a Sol-dier’s Army Career Tracker record no later than 30 days upon arrival at the first unit of assignment. A second critical component of success is ensuring uniform access to current learning materials and programs. The self-development training domain must be a robust component of the professional development model providing every Soldier and Army Civilian clear understanding of what success looks like. The professional development model can be found at https:// actnow.army.mil, or https://ile.atsc.army.mil/pdmPublic/pdm.html.

(2) Individual Development Plan Management (enlisted, officer, civilian).

(a) Army Career Tracker provides a means to create an integrated approach that synchronizes development across all learning domains; provide individual assessment and feedback capabilities; and, allow each Soldier or civilian to collectively view Army training, experiential learning and education data from a single interface that provides a common training picture as well as their life-long learning strategy.

(b) Army Career Tracker is a leader development tool that integrates training, education, and experiential learning into one personalized and easy-to-use interface. Army Career Tracker provides users with a more efficient and effective way to monitor their career development while allowing leaders to track and advise subordinates on personalized leadership development.

Section IV Army Training and Leader Development Processes

1–12. The Army Training System The Army Training System prepares Soldiers, Army Civilians, leaders, and organizations to conduct Unified Land Operations. To support the training domains it will—

a. Provide Soldiers, Army Civilians, and leaders from Army schools who are taught the fundamentals of their military or civilian specialty.

b. Publish how-to-fight doctrine that provides the basis for effective, unified action.

c. Provide training support products that enable leaders to plan, prepare, execute and assess training to standard.

d. Provide training activities through CTC that expose units to subject matter expertise.

e. Provide resources needed to execute training activities.

f. Provide a TSS and Army training management system needed by the unit to plan, execute, and evaluate training and mission rehearsals and to assess operations and lessons learned. Leaders have the responsibility to develop Soldiers and Army Civilians so they achieve success on assigned missions. Leaders are also responsible for developing subordinates for future assignments that might hold increasing responsibilities.

1–13. Authorities and responsibilities for training

a. Training is an administrative control (ADCON) authority of the Army. In accordance with Title 10, United States

Code, Section 3013b, the Secretary of the Army is responsible for the training of all Army forces, including those

4 AR 350–1 • 19 August 2014 assigned to combatant commands (COCOMs). Army unit commanders are responsible for the training proficiency of their unit and, when required, for certifying training readiness. Commanders are responsible for confirming that training has been conducted to standard and within prescribed time periods. The Army commands (ACOMs), Army service component commands (ASCCs), and direct reporting units (DRUs) that provide forces for operational employment by a CCDR will confirm the units meet established Army deployment and employment criteria; and the respective ASCC (for ASCC/CCDR assigned conventional forces) and FORSCOM (for unassigned AC and RC conventional forces) will validate that those forces meet training prerequisites before deployment. Unless otherwise directed by the Secretary of Defense, CCDRs may employ RC Army forces assigned to their commands in contingency operations only when validated by the Army force provider.

b. Training and readiness oversight. In contrast to the training validation responsibility of Army commanders, training and readiness oversight describes the limited authority of CCDRs over assigned RC forces when not on active duty or when on active duty training (ADT). CCDRs normally exercise training and readiness oversight through their Service Component commanders and FORSCOM.