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

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350-1

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Army Regulation

Training

Army Training and Education

Headquarters Department of the Army Washington, DC 9 April 2003

UNCLASSIFIED "~036

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SUMMARY
AR 350-1 Army Training and Education

of

CHANGE
and

This Department of the Army regulation contains information on Army training education programs and incorporates changes directed by previous interim changes o o o and messages. This regulation-~ 350-1; AR 350-35; AR 350-41; and A R 351-I.

Consolidates Prescribes Rescinds

and supersedes DA Forms

5286 and 5286-1. 5317-R; 5794-E; and DA Form 5540-R.

DA Forms

5316-R;

Establishes an annual training requirement for soldiers on the Army's homosexual conduct policy and fraternization policy (chap I) and establishes the responsibilities for implementing this training (chap 2). o Institutionalizes three components Provides 5). Implements i, 4). Establishes responsibilities for the Assistant Secretary of the Army (Acquisition, Logistics, and Technology), Assistant Secretary of the Army (Manpower and Reserve Affairs), and the Assistant Secretary of the Army (Installations and Environment) (chap Provides implementation guidance for the Training and Leader Development General Officer Steering Committee that combines and assumes responsibility for issues addressed in three previously separate steering committees (chapter 2). Changes funding responsibility for the Army Learning Centers and the Army Personnel Testing programs from Deputy Chief of Staff for Personnel to the Deputy Chief of Staff for Operations and Plans(chap 2). Allows soldiers to attend Active Army or Reserve Component schools under Army School System and receive equal credit (provided the school is accredited by its affiliated training proponent) (chap 3). o Provides guidance for civilian training and education (chap 3). The revised The Army (chap guidance School System and the roles and missions of its

o

concerning

Army Modernization

Training

(chaps

i, 2,

o

the policy

for Antiterrorism

and Force

Protection

training

(chaps

o Expands information on the officer education system, warrant officer education system, noncommissioned officer education system, and training education for Department of the Army civilian employees (chap 3).

and

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O

Establishes Army physical fitness policy (chap I) ; defines Army physical fitness test and height and weight standards as enrollment and graduation requirements for professional development schools (chap 3); and provides guidance for physical fitness training in units (chap 4).

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Headquarters Departmentof the Army Washington, DC 9 April 2003 Training

*ArmyRegulation 350-1
Effective 9 May 2003

ArmyTraining and Education
training and education; and provides new By Orderof the Secretaryof the Army: guidance conceming The ArmySchool System,Army modernizationtraining, and ERIC K. SHINSEKI selectedsoldier, civilian, andleader trainGeneral. United States Army ing and education programs. Chiefof Staff AppficabiIRy.This regulation applies to the Active Army~the ArmyNational Official: Gfigrd 6f~iie Udi~d St~t~S, the U.S. ArmyReserve, and Department of the Army civilians. During mobilization the proponent may modify the policies and JOEL B. HUDSON procedurescontainedin this regulation. Administrative Assistantto the Proponent and exception authority. Secretary of the Army The proponent of this regulation is the Deputy Chief of Staff, G-3. The propoHistory. This publication is a major nent has authority to approveexceptions to this regulation dtat are consistent with revision. controlling lawand regulation. ThepropoSummary, This regulation is a consoli- nent maydelegate this approvalauthority, dation of several regulations that provide in writing, to a division chief within the policy and guidance concerning Amly proponentagency in the grade of colonel training and education. This regulation or the civilian equivalent. updates policies, objectives, and pro- Army managementcontrol process. grams; aligns doctrine for the manageconment of Armytraining and education This regulation contains management trol provisions, but does not identify key programs support of a force-projection in Army;defines responsibilities of com- management controls that must be manders to conduct and manage Army evaluated. Supplementation. Supplementation of this regulation and establishment of command local formsare prohibited withand out approval from Headquarters, Department of the Army,Office of the Deputy Chief of Staff, G-3: DAMO-TR, WASH 20310-0400. DC Suggested improvements. Users are invited to send comments on DAForm 2028 (Recommended Changes to Publications and Blank Forms) to Headquarters, Department of the Army, Office of the Deputy Chief of Staff, G-3, ATTN: DAMO-TR,WASHDC 20310-0450. Distribution. This publication is available in electronic mediaonly and is intended for command levels A, B, C~ D, and E for the Active Army, tile Amly National Guardof the United States, and tile U,S. Army Reserve.

Contents (Listed by paragraph page and number) Chapter 1 Introduction,

page 1

Section I Oveta,iew, page 1 Purpose ¯ 1-1, page 1 References ¯ 1-2, page 1 Explanation of abbreviations

and terms ¯ I-3, page 1

Section H Goals" and Objectives of the At.o, Trainhtg and Education System. page 1 Armymission and the national military strategy ¯ I~, page 1 The training vision ¯ I-5, page 1

regulation supersedes 350-1. August AR 1 1983; 351-1, October AR 15 1987; 350-35, May AR 30 1990; AR and 350~1, March 19 1993.and rescinSs Forms DA 5315-R. 1984; May 8317-R, 1984; May 5794-E. 1989; 5540-R, 1986, July and July AR 350-1 " 9 A~ril 2003 i

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Contents--Continued Army training Armytraining and education goals ¯ 1-6, page 2 and education objectives ¯ 1-7, page 2

Section III Atw~v Trahz#lg and Education Strategy, page 2 Training principles and doctrine ¯ 1-8, page 2 The Army training and education system ¯ 1-9, page 4 The combined arms training strategy ¯ 1-10, page 5 Leader development ¯ l-ll, page 6 Antiterrorism and force protection ¯ 1-12, page 8 Integration of risk managementand environmental considerations Training development ¯ 1-14, page 9 Mobilization policy ° 1-15, page 9

into training

- 1-13, page 8

Sectiou IV Military Traiuhtg Management, page 9 Management of military training and education programs ¯ 1-16, page 9 Managementof military individual training ¯ 1-17, page 9 Managementof military collective training ¯ 1-18, page 10 Management of Army modernization training ¯ 1-19, page 10 Sectiou V Atw~y Tra#~#tg Programs, page 11 Training research and simulation programs ¯ 1-20, page ll Army Physical Fitness Training Program ¯ 1-21, page 11 The combat training center program ¯ 1-22, page 13 The Army Distance Learning Program ° 1-23, page 13 The Army-wide Doctrinal And Training Literature Program ¯ 1-24, page 14 On-the-job training programs ¯ 1-25, page 14 Section V1 Train#~g Support and Train#tg Support Products, page 14 Training support ¯ 1-26, page 14 Training support products ¯ 1-27, page 15 Section V11 Trainh~g and Education Schools, page 15 The Army School System ¯ 1-28, page 15 Schools of other services ¯ 1-29, page 17 Joint colleges ¯ 1-30, page 17 Interservice training ¯ 1-31, page 17 Civilian institutions ¯ 1-32, page 17 Contract training courses ¯ 1-33, page 17 Chapter 2 Responsibilities, page 18 Section 1 Headquarters, Department of the Atwo,, page 18 Assistant Secretary of the Army(Acquisition, Logistics, and Technology) ¯ 2-1, page 18 The Assistant Secretary of the Army(Installations and Environment) ¯ 2-2, page 18 Assistant Secretary of the Army (Manpower and Reserve Affairs) ° 2-3, page I8 Deputy Under Secretary of the Army(International Affairs) ¯ 2~I, page 19 Deputy Chief of Staff, G-3 ¯ 2-5, page 19 Deputy Chief of Staff, G-I ¯ 2~5, page 21 Assistant Chief of Staff for Installation Management¯ 2-7, page 21

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Contents--Continued Deputy Chief of Staff, G-4 ¯ 2-8, page 22 Deputy Chief of Staff, G-2 ¯ 2-9, page 22 Chief Information Officer, G-6 ¯ 2-10, page 22 The Inspector General ¯ 2-11, page 22 Chief of Public Affairs ¯ 2-12, page 22 The Surgeon General ¯ 2-13, page 23 Chief, National Guard Bureau ¯ 2-14, page 23 Chief, Army Resep,,e ¯ 2-15, page 24 The Judge Advocate General ¯ 2-16, page 25 Chief of Chaplains ¯ 2-I7, page 25 Section Ii Major Army Commanders, page 25 Commanders of Major Army Commands ¯ 2-18, page 25 Commanding General, U.S. Army Forces Command¯ 2-19, page 27 Commanding General, U.S. Army Training and Doctrine Command¯ 2-20, page 27 Commanding General, U.S. Army Materiel Command¯ 2-21, page 31 Commanding General, U.S. Army, Europe, and Seventh Army ¯ 2-22, page 32 Commanding General, Eighth U.S. Army ¯ 2-23, page 32 CommandingGeneral, U.S. Army, Pacific ¯ 2-24, page 32 Commanding General, U.S. Army, South ¯ 2-25, page 32 Cldef of Engineers and Headquarters, U.S. Army Corps of Engineers ¯ 2-26, page 33 Commanding General, U.S. Am~yMedical Command ¯ 2-27, page 33 Commanding General, U.S. Army Intelligence and Security Command¯ 2-28, page 33 Commanding General, U.S. AmayCriminal Investigation Command;Commanding General, U.S. Military Washington and Commanding General, Military Traffic Management Command¯ 2-29, page 33 Commanding General, U.S. Army Special Operations Command¯ 2-30, page 34 Commanding General, U.S. Total Amay Personnel Command¯ 2-31, page 34 Section 111 Proponent School Commandants and Commanders, page 34 Commandants and commanders of major Army command schools ¯ 2-32, page 34 Approval responsibilities for programs of instruction at special schools ¯ 2-33, page 35 Other major commanders, unit commanders, and leaders ¯ 2-34, page 36 Chapter 3 The Army Institutional

District

of

Training and Education System, page 37

Section I hltroduction, page 37 Description ¯ 3-1, page 37 Training proponents ¯ 3-2, page 37 Section H Admhlistvation, page 37 Course information ¯ 3-3, page 37 Training locations ¯ 3--~I, page 37 Conduct of instruction ¯ 3-5, page 37 Eligibility ¯ 3-6, page 38 Incurred obligations ¯ 3-7, page 39 Selection of soldiers and civilian personnel for training and education ¯ 3-8, page 40 Physical fitness and height and weight requirements for military institutional training ¯ 3-9, page 41 Enrollment denials for failure to meet height and weight requirements and nonacademic dismissal for failure to meet APFT standards ¯ 3-10, page 42 Physical profiles ¯ 3-11, page 43 Course credit ¯ 3-12, page 43

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Contents--Continued Training evaluation and quality assurance ¯ 3-I3, page 44 Accreditation programs ¯ 3-14, page 44 Postcourse evaluation and training records - 3-15, page 44 Student recognition ¯ 3-16, page 44 Academic Evaluation Report ¯ 3-17, page 45 Student dismissal ¯ 3-I8, page 45 Removal from selection lists ¯ 3-19, page 48 Deferment ¯ 3-20, page 48 Declinations ¯ 3-21, page 49 Initial entry training ¯ 3-22, page 49 Section I11 Officer Tra#fing and Education, page 49 The Officer Education System ¯ 3-23, page 49 Officer education requirements ¯ 3-24, page 50 Commissioning programs ¯ 3-25, page 50 Officer basic courses ¯ 3-26, page 50 Captains career courses ¯ 3-27, page 51 Command and General Staff Officer Course ¯ 3-28, page 52 Advanced Military Studies Program ¯ 3-29, page 53 Advanced Operational Arts Studies Fellowship ¯ 3-30, page 53 Precommand courses ¯ 3-31, page 53 Senior Service colleges ¯ 3-32, page 54 U.S. Army War College ° 3-33, page 54 Scbools of other nations ¯ 3-34, page 55 General officer training ¯ 3-35, page 55 Section IV Warrant Officer Training and Education, page 56 The Warrant Officer Education System ¯ 3-36, page 56 Warrant officer education requirements ¯ 3-37, page 57 Warrant officer preappointment training ¯ 3-38, page 57 Warrant Officer Basic Course ° 3-39, page 57 Warrant Officer Advanced Course ¯ 3-40, page 57 Warrant Officer Staff Course ¯ 3--41, page 58 Warrant Officer Senior Staff Course ¯ 3-42, page 58 Section V Noncommissioned Officer Training and Education, page 58 The Noncommissioned Officer Education System ¯ 3-43, page 58 Noncommissioned Officer Education System administration ¯ 3-44, page 58 Noncommissioned officer academies ¯ 3-45, page 59 Primary Leadership Development Course ¯ 3-46, page 59 Basic Noncommissioned Officer Course ¯ 3-47, page 59 Advanced Noncommissioned Officer Course ¯ 3-48, page 60 Sergeants Major Course ° 3-49, page 60 Section V1 Civilian T~'ainhzg, page 61 The Am~yCivilian Training, Education, and Development System ¯ 3-50, page 61 Civilian Career Intern Program ¯ 3-51, page 61 The Army's civilian leadership training commoncore courses ¯ 3-52, page 62 Intern Leadership Development Course * 3-53, page 62 Action Officer Development Course ¯ 3-54, page 62 Supervisor Development Course ¯ 3-55, page 62

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Contents--Continued Leadership Education and Development Course ¯ 3-56, page 62 Manager Development Course ¯ 3-57, page 62 Organizational Leadership for Executives ¯ 3-58, page 62 Personnel Management for Executives I and I1 ¯ 3-59, page 63 Army Management Staff College ¯ 3-60, page 63 Attendance at senior service colleges ¯ 3-61, page 63 Senior Executive Service members training and development ¯ 3-62, page 63 Army-wide civilian long-term training programs ¯ 3-63, page 64 Competitive Professional Development Program ¯ 3-64, page 64 Section VII Special(v, Functional, attd Other Training, page 64 Functional area and skill training ¯ 3-65, page 64 Army Civilian Training and Education Development System specialty Ranger training ° 3-67, page 65 Airborne training ¯ 3-68, page 66 Language training ¯ 3-69, page 66 Consideration of Others training ¯ 3-70, page 66 First Sergeant Course ¯ 3-71, page 67 Battle Staff Noncommissioned Officer Course ¯ 3-72, page 67 CommandSergeants Major Course ¯ 3-73, page 67 Common military training in institutions ¯ 3-74, page 67 Chapter 4 Training in Units and Organization, page 68 Section I Planning Unit Trahfing, page 68 The commandclimate and leadership ¯ '4-1, page 68 Training standardization ¯ 4-2, page 68 Training assessments and evaluations ¯ 4-3, page 69 Recording military and civilian training ¯ 4~, page 69 Common military training and commontask test training

training

¯ 3-66, page 65

¯ 4-5, page 69

Section II Militat T Trahting Programs, page 70 Soldier tmining courses ¯ 4-6, page 70 Unit leader deveIopment and training ¯ 4-7, page 71 Sergeant's time training ¯ 4-8, page 71 Armyphysical fitness training in units ¯ 4-9, page 72 Weaponsqualification training ¯ 4-10, page 74 Nuclear, biological, and chemical defense training ¯ 4-I I, page 75 Combat lifesaver training ¯ 4-12, page 76 Code of conduct and survival, evasion, resistance, and escape training Law of war training ¯ '4-14, page 77 Joint Airborne/Air Transportability Training ¯ 4-15, page 77 Amphibious training ¯ 4-16, page 78 Antiterrorism and force protection ° 4-I7, page 78 Postmobilization training ¯ 4-18, page 79 Chapter 5 Army Modernization Training,

¯ 4-13, page 76

page 80

Section i hltroduction, page 80 Policies and procedures ¯ 5-I, page 80
V

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Contents--Continued Army modernization training process ¯ 5-2, page 80

Section II Nen, Equipment Training, page 81 Newequipment training objective ¯ 5-3, page 81 New equipment training policy ¯ 54, page 81 Planning for new-equipment training ¯ 5-5, page 81 Requirements and planning documents ¯ 5-6, page 81 Contractual requirements ¯ 5-7, page 82 Training support package ¯ 5-8. page 82 Newequipment training planning considerations ¯ 5-9, page 83 Conducting new equipment training ¯ 5-10, page 83 Temfination of NET ¯ 5-I I, page 84 Funding for new equipment training ¯ 5-12, page 84 New equipment training documentation ¯ 5-13, page 84 Newequipment training courses of instruction ¯ 5-14, page 85 Reserve Component considerations ¯ 5-15, page 86 Section Ill Displaced Equipment Train#~g, page 86 Displaced equipment training objective ¯ 5-16, page 86 Displaced equipment training policy ¯ 5-17, page 86 Planning and executing displaced equipment training ¯ 5-18. page 87 Section IV Doco'ine and Tactics Doctrine and tactics Doctrine and tactics Doctrine and tactics Section V Sustainment Sustainment Sustainment Sustainment

Trainhtg. page 87 training summary ¯ 5-19, page 87 training policy ¯ 5-20, page 87 training planning ¯ 5-21, page 87

Training, page 88 training coordination ° 5-22, page 88 training policy ¯ 5-23, page 88 training planning and execution ¯ 5-24, page 88

Appendixes A. B, C. D. References, page 89 Training Development, page 98

Military Schools, Colleges, and Training Centers, page 100 Prerequisites and Service Obligation Incurred by Attendance at Foreign Military Schools. page 102 Academy Designations and Regions and Active Army Regional Quota Managers,

E. Noncommissioned Officer page 104 F. Training

Records, page 106 Training, page 108 Training (JA/ATT), page 110 page 111 page 115

(3. Common Military

H. Joint Airborne/Air Transportability I. Constructive

or Equivalent Course Credit for Officers,

J. Reimbursable Matrix Support for NET Support and Services,

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Contents--Continued Table List Table l-l: The risk management process I, page 8 Table 3-1: Common military training subjects taught in training institutions, page 67 Table B-l: Systems approach to training process, page 99 Table D-l: Schools that equate to U.S. senior service colleges, page 103 Table D-2: Schools that equate to U.S. Army Commandand General Staff College, page 103 Table D-3: Schools That Require Senior Service College or USACGSC Prior to Attendance., page 104 Table E-I: Noncommissioned officer academy regions active--Army, page 105 Table E-2: Noncommissioned Officer Academy Regions - Reserve Component, page 105 Table E-3: Addresses of regional quota managers-active Army, page 106 Table G-l: Common military training requirements in units, page 109 Table l-l: Constructive or equivalent course credit for OPMD-managed Active Army commissioned officers, page 112 Table I-2: Constructive or equivalent course credit for chaplains, page 113 Table 1-3: Constructive or equivalent course credit for MC Officers, page 113 Table I-4: Constructive or equivalent course credit for JAGCOfficers, page 114 Figure List Figure H-l: Message format for JA/ATT request, Glossary Index page 111

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Chapter 1 Introduction SectionI Overview 1-1. Purpose This regulation prescribes policies, procedures, and responsibilities for developing, managing,and conductingAm~y training and education programs. 1-2. References Required and related publications and prescribed and referenced fumes are listed in appendix A. 1-3. Explanation of abbreviations and terms Abbreviations and special terms used in this regulation are defined in the glossary. SectionII Goals and Objectives of the ArmyTraining and Education System 1-4. Armymissionand the national military strategy a. The primary mission of the Department tbe Arm3.,(DA)is to organize, train, equip, and provide forces for of promptand sustained combaton land, air and in Space. In addition to compelfingenemies, the Arnw deters potential adversaries, reassures allies and friends, and supports the nation at home. b. TheAn'~y'suniquecontributions to joint military operations are its soldiers, and those whosupport them. They are prepared to conduct promptand sustained operations tl~roughout the wide range of military operations in any environment that requires land-force capabilities. At the opposite end of tbe military operations spectrum, the Army mustprovide relief at borne and abroadin times of natural disaster. TheArmy mustmaintainthis range of capabilities as an integral element of joint forces for implementing nation's military strategy. The Araly provides national the leaders the ability to shape the environment respond to crises with forces trained and tailored to tbe mission. and c. Responsibilities for these activities are foundin chapter 2. 1-5. Thetraining vision a. The doctrine of FieId Manual (FM)3-0 focuses on decisive land combatthrough greater operational flexibility, improved force projection, and incorporationof teclmologicaladvances.Tbis doctrine also recognizesthe Arnay'srole in joint and coalition operations worldwide. b. The Arnayis changingits training and education methodsas it prepares for the 21st century. The Army will reengineerindividual, collective, and modernization training to support units to achieve readiness in battle-focused, mission-essential tasks using infurmation-age technology. Departmentof Defense (DOD) high-level architecture (HLA); training aids, devices, simulators, and simulations (TADSS) using standard terrain, threat, and icon databases embedded materiel systems; synthetic environments;mission rehearsal capabilities; and distance learning will in revolutionize the Army's individual, collective, and modernization training. c. HLA will provide a common framework functional elements, design rules, and interfaces for DOD of simulations and build on and supersedethe distributed interactive simulationprogram. Institutional and self-development strategies will support individual soldier and unit collective training needs. Unit commanders use Standard Army will Training System(SATS) otber authorized SATS and derived automatedunit training management tools that support the training management foundation described in FM7-0 and FM25-101. SATS-supported programswill assist Arnaytrainers to develop training requirementsand strategies, identify resources, manage training, and assess training readiness. ~ Virtual simulation will use computer-generatedbattlefields and networkedsimulators with the approximate physical layout of tactical weapons vehicles. Virtual simulationtraining will pernait units to experiencemaneuverand ing over much larger areas and to train for newand different terrain and climates with minimalenvironmentaland safety restrictions. Constructive simulations will use computermodelsto exercise command staff functions from and platoon to Joint Task Force (JTF) level. Live simulation employingreal tactical systems and using the Tactical Engagement Simulation(TES)training system will be executed during advancedindividual and collective training training institutions, home station, live-fire ranges, and combat training centers (CTC) while deployedin support and military operations. The TEStraining systemis an advancedcollective training methodology supported by a family of sophisticated TADSS. will teach FM3-0 doctrine and supporting tactics, techniques, and procedures in tough, It realistic, free-play, force-on-force, field training exercises. Deployable training support packages (TSP)and distance learning will support training and education for soldiers and DA civilian employees their home at stations and wbile deployed throughout the world. e. The vision of the 2010training end state is a networked organizationengineeredto meetinstitutional, unit, and modernizationtraining needs for the Arn~y.Training will remainfocused on wartimemissions. Realistic, sustained,

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multiecbelon,and totally integrated training will be stressed at all levels. Virtual and constructive simulations and simulators will support the achievement sustainmentof training readiness in units, whiIe live simulation will and validate training proficiency.Thevision is to build synthetic environment battlefields, integrate themwithlive training, and use automatedtraining management tools to provide trainers with a menu struct~ared exercises, to include of mission-rehearsalcapabilities, driven by a flexible, missionessential task list (METL). Army rely heavily The will information-agetechnologiesto conductunit and institutional training and to develop strategies for self-development training, modernized classrooms, distance learning, training development, automatedtesting, and Army modernization training (AMT). 1-6. Armytraining and education goals Tile Arn~y'speacetime mission is to prepare to fight and win in war and to support other ongoing operational requirements.TheArmy meetsthis missionby providingrealistic, mission-focused individual, unit, and leader training. The Army must be trained to succeedacross the widerange of military operations, tt mustbe a capabilities-based force that provides options for our nation, undera widevariety of contingencies. Thegoals of Army training and supporting education are to-a. Develop combat-ready a force that is physically and psychologicallypreparedto mobilize, deploy, fight, and win wars and conduct peacekeeping operations any~vhere the world as part of a joint, combined,or interagency force. in b. Ensureits units, organizations,soldiers, and leaders are trained to accomplish their missionsand supportingtasks, and survive. c. Provide tough, realistic, training that is focusedon current and projected operational missions. d Applyadvancedtechnologies to provide realistic and safe training witbin resource constraints. e. Developcompetent, confident, and professional military and civilian leaders to meet the Army'scurrent and lucre needs. 1-7. Armytraining and education objectives a. The principal objective of Army training and supporting education is to develop and maintain unit combat readiness. b. Thethree pillars of the Army's training and educationsystemare: individual training and education(training in schools and tbrougb distance learning), operational assignments,and self-developmenttraining. Eachof tile pillars attempts to enhancethe ability of Army units, organizations, and individuals to perform their missions. The Army must(l) Developand maintain a motivated, disciplined, and physically tough force capable of accomplishingworldwide operational missions. (2) Exploit emerging technology live, virtual, and constructive simulationto offset the restrictions imposed and upon live training and use of high-technology weaponssystems that result from safety considerations, environmental sensitivities, and higher training costs. (3) Providecost-effective and efficient individual, unit, organizational, and leader training. (4) Improvetraining efficiency and effectiveness through distance learning, throughHLA, by reducingtraining and distracters. (5) Developand institutionalize embedded training by building into or adding onto operational systems integral training aids, devices, simulators, and simulations. c. Treating soldiers with dignity and respect is an Army bedrockvalue. Soldiers will be treated with dignity and respect. They will be afforded a challenging and rewarding environmentin which to live and work: (1) Harassment soldiers for any reason, to include race, religion, national origin, sex, and perceived sexual of orientation, will not be tolerated. (2) Commanders all levels will take appropriate action to prevent harassmentand/or threats against any soldier. at (3) Soldiers will receive annual training on the Army'shomosexual conduct policy. (4) Soldiers will not be subjected to improperfraternization relationships bet~veen: officers (commissioned warrant) and enlisted; permanent party personnaland initial entry training (lET) trainees; or UnitedStates (U.S.)Army Recruiting Command permanent party personnel (assigned or attached) and potential prospects, applicants, members the Delayed Entry Program, or Members the Delayed Training Programnot required by the recuiting mission. of (5) Soldiers will receive annual training on the Army's fraternization policy. Section III Army Training and Education Strategy 1-8. Training principles anddoctrine a. Army training and education programs cultivate individuals, units, and organizations with professional military and civilian competence. The Armydevelops(l) Quality units and organizations by developingand executing training and by providing missionspecific training

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programsthat use training products provided by the training proponents. The quality of training that units or organizations receive flows directly from emphasisby commanders the principles of training described in FM on 7-9 and FM 25-101. Leaders create a climate that demands training-to-standard and rewardssubordinates whoare efficient and effective trainers. The freedom exercise initiative and exchangeideas creates a healthy command training to and climate. (2) Individual training and education programsfor soldiers and DA civilian employees. These programsprovide sequential and progressive training that assures individuals are qualified for assignmentto their duty position. The Army Study System(TASS) the principal source of individual training and education for Army is personnel. Civilian institutions also provide training and education that support professional development. b. Doctrine contained in FM 3-0, FM7-9, and FM25-101is the centerpiece for unit training. The mastery of FM 3-9 doctrine and tactics, techniques, and proceduresis the central objective of military training. Leadersmust possess and be capableof using the doctrina[ skills, knowledge, experiencerequired to train and preparetheir subordinates and for assigned missions. c. Mostfu~re military operations will involve elements of other military services and nations. Consequently, the Army conductscombined,joint, and multinational military training exercises in a battle-focused setting designed to train commanders, leaders, military and civilian staffs, soldiers, and units for future operational missions. Joint exercises are normally conducted as part of the Joint Chiefs of Staff (JCS) Exercise Program. Unit commanders involvedwith JTF operations will establish training programs accordancewith Chairman the Joint Chiefs of Staff in of Memorandum 3500.03. d. Training will be the top priority for all commanders. prepare individuals and units for immediate To deployment and organizations for employment support of operational missions, Army in individual, collective, and modernization training provides for(l) Unit training that develops the critical components combatreadiness. These include developmentofof (a) Soldiers, leaders, and units capable of deploying, executing assigned missions, and redeploying. (b) Effective combined arms teams consisting of integrated combat, combatsupport (CS), combatservice support, and close air support. (2) An individual training system that-(a) Produces initial entry soldiers whoare highly motivated, disciplined, physically fit, and skilled in common soldier and basic branch tasks. (b) Provides a training base of Army schools that prepares soldiers and DA civilian employeesfor morecomplex duties and progressivelyhigher positions of responsibility. (c) Producessoldiers capable of performingmilitary occupational specialty (MOS),Area of Concentration (AOC), additionalskill identifier (AS1),skill identifier (SI), special qualification identifier (SQI), andlanguage identification code (LtC) tasks. Prior service ReserveComponent and Active Army (RC) personnel receive required training through The Army Training Systemcourses (TATS-C) proponent-approvedformal on-the-job training (OJT). TATScourses or are designed to train the same MOS, AOC, skill level, SQI, ASI, LIC, and SI within the Army.TATS also includes MOS qualification (reclassification), Army leadership, and professional development courses. (d) Providesreclassification training for changing enlisted or warrant officer MOS, to qualify an officer in a an or new branch. Reclassification training will be accomplishedin accordance wifl~ Am~y Regulation (AR) 140-1, 614-200, and AR611-1. (3) Active Army,Department the Army of civilians, and RCforces able to mobilize rapidly, deploy, and perform their operational missions. (4) Standardization of tasks and performancestandards across the Army.Units and soldiers performingthe same tasks will be trained to the samestandard. (5) Efficient and effective internal and external evaluation procedures that improvetraining, sustain required readiness levels, and control or reduce costs. (6) A training systemthat supports peacetime requirements and transitions smoothlyat mobilization. (7) A full review of force protection, safety and risk management, environmentalprotection considerations and during planning for individual, unit, and organizational training events. In addition, installation commanders must implementan Integrated Training Area Management (1TAM) Programto address current and future land management needs. (See AR35(~4.) The ITAM program must include(a) Assessment monitoring of current and future land capabilities and conditions. and (b) Rehabilitation and maintenance training land. of (c) Management scheduling systems that integrate training requirements with land capabilities and maintenance practices. (d) Environmentalawareness. (8) Individual and self-development training strategies that support individual, collective, and leader development training in units and organizations. (9) User training on operating, maintaining, and employingnew or improvedsystems, and ensures an orderly

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transfer of knowledge the operation and maintenance equipment on of from the materiel developer or provider to the tester, trainer, supporter, anduser. 1-9. The Armytraining and education system a. The three pillars of training, individual tra#zhlg and education (trainh~g and education in schools and through distance learning), operational assignments,and self-developmenttrahfing support the Araby's training and education systemand leader development. Individual training and education courses provide soldiers and civilian employees an opportunity to gain the skills, knowledge, experience neededto performthe duty position requirementsof their and operational assignment.Operationalassignments provideunit and organizationtraining and experiencethat refine skills and broaden knowledge.Self-developmentis a planned (competency-based) process that individuals use to enhance previously acquired skills, knowledge, experience. The process enhancesreadiness and the potential for progresand sively more complexand higher Ievel assignments. Self-devefupmentfocuses on maximizingindividual strengfus, minimizing individual weaknesses, achievingindividual goals. Self-development a joint effort fuat involves fue and is commander supervisor and the individual. Self-development or actions are structured to meetspecific individual goals and needs. Thethree pillars of training adapt to changes force structure; constrainedresources; advances doctrine, in in technology, and policy; and individual professional developmentneeds. b. The Army accomplishes principal peacetimemission throughindividual training, collective training, and Army its Modernization Training (AMT). (1) hMividualtrahfing (including leader development) provides the soldier or DA civilian employee knowledge the and skills to improve individual and organizational performanceand assist in achieving the Army'smission and performance goals. Individual training prepares the soldier or DA civilian employee improve to perfurmance current of and future operational assignments.Thetraining proponentssupport individual training by identifying individual tasks and supportingskills and knowledge, establishing performance standards, and producingindividual training products. Thesetraining products include, but are not limited to, combined arms training strategies (CATS), training courses, TSPs, and TADSS. Individual training includes(a) Training and education presented in residence and by distance learning. (b) initial entry training (lET) and officer, warrant officer (WO),noncommissioned officer (NCO), DA and civilian employeetraining and education. (c) The Army SchoolSystem,commercial firms, specialized Army activities at civilian institutions, and units in the field conduct this training. The Army training proponents (for example, U.S. Army Training and Doctrine Command (TRADOC), U.S. ArmyMedical Department Center and School (AMEDDC&S), the U.S. ArmyJohn F. Kennedy and Special Warfare Center and School (USAJFKSWC&S)) support individual training and education by identifying individual tasks, establishing performance standards, and designing and developingindividual training products. The career program functional chiefs, career field personnelproponents,or others developArmy civilian individual training requirementsas described in chapter 3 of this regulation. The Army's individual training component includes formal resident and nonresidenttraining sites, individual training in units and organizations, and self-development training. Training proponents provide guidance and training products to the soldier. Technological advances nowallow and require (through goals and incentives) Army personnel to learn on their owntime in a number ways(for example, of interactive multimediacourseware for use with a personal computerand videotapes). (d) TASS includes all Army individual training and education institutions (schools, colleges, and academies)and courses. The Army School Systeminstitutions must be accredited to teach courses. The critical components TASS of are The ArmyTraining System (TATS)courseware. These courses train the entire population of a specific job throughoutall components the Army the samestandard. Training is designedin recognition of RCtime, facility, of to and resource constraints. (e) Installation Army Education Centers (AEC) Army and Learning Centers (ALC),whichare multi-use facilities that support individual training, leader development, self-development and training and educationthrougha widerange of programs services. Theseprograms services are available to all soldiers, DA and and civilian employees,and adult family members. They incIude-I. Training and education materials including distance learning and self-developmenttraining products. 2. Languageand computerlaboratories. 3. Tutorial assistance. 4. Occupational libraries. 5. Army civilian personnel testing. and (D Army training institutions provide support to the Reserve Officer Training Corps (ROTC), National Defense Cadet Corps (NDCC),Army National Guard (ARNG), U.S. ArmyReserve (USAR),and active Army units, and training activities as directed. Theyprovideadministrativeand logistical supportof staff, faculty, units, and personnel assigned or attached to the school for duty. Additionally, they establish requirementsfor procurement, maintenance, and operation of adequatehousingand academic buildings. Theseinstitutions also provide training to students of other

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nations in accordancewith AR12-15, and maintain security of training information in accordancewith AR380-5, AR 380-10, and AR380-19. (2) Collective trah~ingincludes training in units and organizationsthat prepares crews, teams, and units to accomplish their operational missions. Training in units consists of performance-oriented individual and collective training leading to participation in combined arms, joint, and multinational exercises. Unit commanders leaders follow the and principles and procedures in FM and FM 7-0 25-I01 to develop their METL, which supports their wartime mission, and implementtraining based on those tasks. The training proponents support collective training by identifying collective tasks and supportingindividual tasks, establishing performance standards, and producingcollective training products. These training products include, but are not limited to, CATS, mission-training plans (MTPs),drills, exercises, TSPs, and simulations~ (3) A~wo,modernization trainh~g supports Army modernization programs. This training includes new equipment training (NET), doctrine and tactics training (DTT),displaced equipmenttraining (DET), and sustainment training (ST). (a) Newequipmenttraining is the transfer of knowledgeon the operation and maintenanceof new or improved systems from the materiel developer (MATDEV)testers, trainers, supporters, and users. to (b) Doctrine and tactics training is training provided by proponentschools to soldiers and commanders howto on employthe capabilities of new or improvedsystems in combat. (c) Displaced equipment training is provided by the proponent school or losing major command (MACOM) equipment currently in the inventory that is scheduledfor redistribution from one organization to another. (d) Sustainment training includes individual and collective training that is conducted within a unit, organization, or school after completionof NET DET DTT ensure the continued capability to operate, maintain, and employ or and to the materiel system. The major Am~ycommand (MACOM), combat developer (CBTDEV), training developer (TNGDEV), MATDEV provider, and Headquarters, Department of the Army(HQDA), or together ensure effective training programsexist or are developedto help sustain unit training. 1-10. The combined arms training strategy a. CATS the Army's is overarchingstrategy for current and future training of the force. It establishes unit, soldier, and leader training requirements and describes howthe Army will train and sustain the Army standard in the to institution, units, and throughself-development. This includes ensuringthat CTCs, whichreplicate the battlefield with great fidelity, are available to the force-projection Army. CATS identifies and quantifies the training resources also required to execute training. Resources the CATS then coordinatedand synchronized for are with Standardsin Training Comnaission(STRAC) programs. Issues between CATS STRAC and resourcing of those strategies will be resolved through the Training General Officer Steering Committee (TGOSC) process. (1) CATS enables the Array to integrate and manage Army training and to identify the associated training resource requirements.CATS provides direction on howthe force trains and identifies a reconamended of live training and mix simulation resources to execute the training. The development training strategies is the first step in designing of training. (2) The Army training proponents design CATS following the principles established in FM7-0, FM 25-101, and the applicable training analysis data. Theseproponent-designed training strategies define a sequence training events of for unit and individual training. Thesestrategies serve as a proponent'splan for training required tasks and skills. The strategies reflect the proponent'straining strategy by decidingwhich tasks and skills will be trained in the institution and at the unit and howthey will be trained. Proponentsconsider the implications &joint and combined operations wl'~endeveloping these strategies. (3) CATS strategies ensure the appropriate integration of training resourcesfor heavy, light, and special operations forces for the Army. CATS a flexible systemthat does not limit leaders. It provides leaders with a menu training is of tasks, events, and resources from which they can plan and manage training. (4) CATS also assists training resource development, procurement, and management.This function of CATS requires close coordination between the training developmentcommunity the combatdevelopmentcommunity. and This ensures that potential doctrine, training, leader development,organization, materiel, and soldier (DTLOMS) requirements identified within the combat development processare integrated into the appropriate training strategies at an early stage. b. The CATS addresses two different time frames. They are( (I) Short-range institutional, unit, and self-development strategies are baseline strategies that describe how Army the trains now.Theseshort-range strategies apply the current and the next 2 training years. Theyprovide doctrine-based training strategies includingtasks, training events, gates, and training resourceoptionsfor the institution or unit trainer. Short-rangestrategies are basedon the current threat and capability requirements,missions, doctrine, organizationand training resources, operations tempo(OPTEMPO), ammunition,training land, ranges, facilities, and TADSS. (2) Long-range strategies reflect anticipated changesin technology,budget,force capabilities, and missionsthree ten years beyond current year. Theyidentify projected or plannedtraining resources in addition to those currently the available. Long-range strategies forecast changesin the mix and type of training resources neededIo execute future

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training, ensuring that the Army a soundacquisition plan for obtaining these training resources. Thesestrategies has guide the TNGDEV, CBTDEV, MATDEVthe development of future training for combat equipment and combat and in systems. c. CATS currently consists of three integrated strategies: (I) Training proponents prepare ttltit st~'ategies that describe howunits may train and the resourcesrecommended to execute this training. CATS unit strategies depict the recommended training a unit and its soldiers should conduct annually, if properlyresourcedto maintaincombat readiness and sustain trained and ready units. Thestrategies serve as a training menu.Eachcommander compare unit's training strategy with the unit's METL, must the training level of readiness, OPTEMPO limitations, time available, and available training resources to determinethe best wayt ° manage training for the unit. Proponents prepareunit strategies in the formof matrices. Unit strategies reflect individual soldier skills and tasks that soldiers must accompIish support the unit mission. to (2) Thetraining proponentsprepare individual training strategies. (a) The long-range individual training strategies establish milestones for developing and implementingnewor revised TSPs,courses, and training programs.Thesestrategies identify long-rangepeacetimeand mobilizationtraining requirementsand provide an estimate of long-range resources required to support training. The Iong-rangetraining strategies become individual training plan (ITP) for each occupationalspecialty and appear as Part 1 of the Career the DevelopmentModel. (b) The short-range individual training strategies are based on task analysis. Theycover the executionand budget years and identify specifically who,what, when,wlmre,and how each individual critical task is trained. Theyestablish peacetimeand mobilizationtraining requirements identify initial and sustainmenttraining requirements individand for ual and unit critical tasks. In addition, they estimate resourcerequirements supporttraining and establish the needto to produceindividual training products and materials, including TADSS TSPs. Thesestrategies appear as Part 3 of and the Career DevelopmentModel. (3) Self-development strategies enable soldiers and DA civilian employees supplement to their professional growth in the skills and competencies they need as leaders and technical specialists. All individuals are responsible for acquiring and sustaining the skills, knowledge,and experience needed to successfully perform the duty position requirements of current and future assignments. Successful efforts involve participation of the individual and the commander supervisor to identify, counsel, and monitor development or goals and accomplishments. Self-development is a continuousprocessthat takes place during institutional training and the operational assignments.Self-development actions mayinclude self-study, reading programs, advancedcivil schooling, or community leadership positions that supportthe individual's development goals. Self-development the individual's responsibility. Thesestrategies will be is created for each enlisted and warrant officer MOS, officer AOC, civilian career field. Theyare publishedas Part 2 or of the Career Development Model. The self-development training strategy consists of directed and self-motivated components. d CATS the foundation of the unit-oriented training strategy used by the SATS. is CATS SATS and assist trainers to design military training programs,determineunit readiness, plan for mobilization, and developtraining budgets. 1-11. Leader development a. The Army'sformal leader development process promotesthe growth of individual leaders through training and education, experience, assessment, counseling and feedback, remediaI and reinforcement actions, evaluation, and selection. This integrated, progressiveand sequential processoccurs in Army schools, units, civilian educationinstitutions, and organizations. (1) Army schools conduct branch, branch immaterial, and functional training that prepare individuals to lead and command units and organizations or serve as staff members all levels within the Army.The U.S. Total Army at Personnel Command (PERSCOM), commanders, organization heads select individuals to attend these courses unit and in accordance with career developmentmodels. (2) Through experience gained during operational assignments,leaders acquire the confidence, leadership, and the competenceneeded for more complexand higher level assignments. (3) The leadership assessmentprocess measuressubordinates" leadership values, attributes, skills, knowledge, and potential to lead at specific levels within the Army. assessment The process providesthe basis for evaluation (periodic and formal rating of perfurmance)and development continuous and informal process aimedat improvingleadership (a potential). For both the evaluation and development assessment processes, the individual's performance rated against is established standards which are understood by both the individual and the commander supervisor conducting the or assessment. (4) Counseling and feedback provide clear, timely, and accurate information concerning individual perfumaance compared the established standards. As a part of the counseling and feedbacksession, the commander supervisor to or assists tl~e individual to identify strengths, weaknesses,and developmental needs. (5) Remedialactions focus on correcting weaknessesthat adversely impact on the individual's perfurmance current duty requirements. Reinforcementactions focus on sustaining and refining existing leadership skills and knowledge.

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(6) The evaluation process officially rates an individual's past perfurmance based on establisbed standards. As formal rating, evaluations are directly linked to selection for promotion, schooling, and various duty assignments. (7) The selection process identifies individuals for promotion, schooling, and various duty assignments based established criteria. b. The Army's leader development system is designed to develop leaders of character and competence who understand and are able to exploit the full potential of current and future doctrine. The Army also develops and trains leaders to operate as part of joint and multinational staffs. It enhances relationships with regional partners through combined exercises, continual contacts, and national assistance. The goal is to develop Armyleaders wire clearly provide purpose, direction, motivation, and vision to their subordinates while executing operational missions in support of their commander's intent. Armyleaders gain needed skills, knowledge, and experience through a combination of institutional training and education, operational assignments, and self-development. (See FM22-100.) (1) Institutional training and education courses qualify leaders for service in the Army, and provide them with the basic knowledge and skills needed to perform the duty position requirements of future operational assignments. Institutional training and education usually precede a newlevel of operational assignment. In each case, tbe institutional training base is the foundation upon which individuals develop their maximum potential. (2) Operational assignments provide leaders an opportunity to apply the skills and knowledge gained during institutional training to the requirements of their assigned duty position. The value and effectiveness of leader development during operational assignments depend on the organization's or unit's command climate and commander's involvement. Commandersand supervisors enhance leader development by( (a) Creating a commandclimate and working environment tbat develops leaders as a primary mission. (b) Ensuring each individual meets training and education requirements. (c) Assigning individuals to progressively more difficult, complex, and demandingduty positions. Duty positions must provide opportunities for soldiers and employees to gain experience from a full range of duties, responsibilities, and missions. (d) Assessing individual performance and providing counseling that identifies strengths, weaknesses, and developmental needs. (e) Coaching individuals on a regular basis. 69 Assisting individuals during the preparation and execution of their self-development action plans. (3) Self-development is a planned, dimension-based, progressive, and sequential process the individual leader uses to improve performance and achieve developmental goals. Self-development is a continuous process that takes place during institutional training and education and operational assignments. It is a joint effort involving the leaders and the commander supervisor. Self-development actions are stnactured to meet specific individual needs and goals. It starts or with an assessment of leadership skills, knowledge, and potential. A counseling and feedback session follows each assessment. During the counseling sessions, commanders supervisors assist the individual to identify strengths, or weaknesses, and developmental needs. Additionally, they discuss causes for strengths and weaknesses and courses of action to improve performance. (a) Initial self-development is structured and narrow in focus. Self-development broadens as the individual gets to knowhimself or herself, determines needs, and becomes more independent. An individual's knowledge and perspective increase with age, experience, and training and education and are accelerated and broadened by specific, goal-oriented self-development. (b) The value of self-development plans depends on tbe effectiveness of school, organization, or unit leadership assessments and leader development programs. (e) Self-development actions include-1. Attending military and civilian training and education programs that support developmental goals. 2. Seeking challenging, demanding, and complex assignments that provide opportunities to gain experience for future assignments. 3. Conductingself-study and practicing relevant leadership, technical, tactical, and functional tasks frequently to attain and sustain the required levels of proficiency. 4. Expanding knowledge by studying bistury, doctrine, and professional manuals and publications. 5. Conducting self-evaluation of performance to identify strengtbs and weaknesses and tu determine their impact on performance. 6. Seeking guidance from the commander or supervisor and more experienced leaders and peers. 7. Seeking leadership roles in the military and civilian communityor other public service activities. 8. Avoiding prolonged assignments outside one's chosen career field. 9. Developing and executing a self-development action plan that provides a clear path for achieving developmental goals. Immediate goals are remedial and focus on correcting weaknesses that adversely impact on the individual's performance in tbe current duty assignment. Near-term goals focus on attaining and refining the skills, knowledge,and experience needed for the next operational assignment. Long-range goals focus on preparing the individual for careerlong service. Goals are supported by progressive and sequential actions to improve performance and achieve maximum

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growth and potential. 1-12. Antiterrorism and force protection Specific Armystandards for Antiterrorism and Force Protection (AT/FP) training are listed in chapter 5, AR525-13. Individual AT/FPtraining is mandatory for all soldiers, DAcivilian employees, and DOD contractors and is strongly recommended family members for prior to travel outside tile 50 United States and its territories and possessions for any reason, including mobilization, temporary duty (TDY), permanent change of station (PCS), and leave. There is also AT/FPtraining requirement for personnel stationed outside the United States. Individual AT/FPtraining is valid for I year and must be documented. (See paras 3-5, 4~, and 4-17 of this regulation.) 1-13. Integration of risk management and environmental considerations into training a. Leaders will include safety and environmental protection considerations during tile planning and execution of training events and activities. All leaders will integrate risk management practices that will not unnecessarily expose personnel and equipment to the risk of injury, illness, and accident. b. Safety and risk management training will be task based and performance oriented, presented to all personnel, and structured using the three-tiered approach described below. (I) Military commanders military and civilian supervisors and staff will be trained to use the risk management and tools and techniques to: identify and contrul hazards; plan and provide resources for protecting the force; establish and enforce safety and other appropriate standards (such as security) and public law; and ensure subordinate leaders are committed to the protection of their personnel, equipment, and environment. FM100-14 provide detailed guidance for the application of risk managementto protecting the force and the environment. (2) All leaders will be trained to use the risk management process to identify and control hazards; lead safely example; minimize the severity and frequency of accidents; plan and conduct safe operations; train individual and unit safety personnel; manageaccident risks in unit operations; motivate subordinates to practice safe behavior; apply environmental awareness to daily activities; and plan and conduct environmentally suitable actions and training. (3) All personnel must practice for safe behavior; safe operations; recognize and report unsafe acts and conditions; and take actions to prevent accidents. (4) All personnel must to be familiar with environmental restrictions appIicable to the training location, and to take responsibility for avoiding unnecessary environmental damage~ c. Training safety risk assessments and environmental risk assessments will be conducted during the planning phase of training to ensure that the training is realistic, yet does not cause unnecessary environmental damage, violate environmental legal restrictions, or exceed an acceptable level of risk. Leaders responsible for training will use the five-step risk managementprocess shown in table 1-I. d. Training safety and environmental assessments are continual and will be conducted during all phases of training development, implementation, and evaluation. Risk management will be integrated into the training development process and will be employed in training planning and deIivery. Risk assessment codes are required for every lesson plan, both resident and nonresident, in the Active Armyand RC. e. The Department of Labor Occupational Safety and Health Act (OSHA),applied by Executive Order, requires job related training for aI1 individuals potentially exposed to workplace hazards. The OSHA other statutes require and appropriate safety and health training for soldiers and DA civilian employees including specialized job safety training appropriate to the work assigned.

Table1-1 1 risk management The process Step Aclion 1 2 3 Identify hazards Assess hazards

Oescnplion Identifyhazards the force. Consider aspects current futuresituations,envito all of and ronment, known and historical problem areas. Assess hazards determine to risks. Assess impact each the of hazard termsof potenin tial loss cost and based probability severity. on and

Develop controls andmake Develop dsk control measures eliminateIhe hazard reduce risk. As control measthat or its decisions ures developed, are re-evaluated are risks until all risks arereduced a level where to benefils outweigh potential cost. implement controls Put controlsin placethat eliminate hazards reduce dsk. the or the

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Table1-1 Therisk management process~--Continued Step Action 5 Supervise evaluate and

Description Enforce standard controls.Evaluate etfecliveness controlsandadjustandupand the of date asnecessary.

Notes: I Delailed explanalions this process befound FM o~" may in 100-14 FM and 101=5.

1-14. Training development Tbe Arrny's training development process, tbe Systems Approach to Training (SAT) must be used by all commands and agencies. The process ensures a systematic approach to making individual and unit training decisions. It determines: whether or not training is needed; tbe content and level of training; how, when, and where the training will be conducted; and the training resources required to produce, distribute, implement, and evaluate the training. The process has five phases: evaluation, analysis, design, development, and implementation. (See appendix B.) 1-15. Mobilization policy Mobilization policies concerning curtailment or cancellation of training and education courses arc incorporated into the ArmyMobilization Plan, Volume1 (Army Mobilization and Operations, Planning, and Execution System), appendixes 2 and 3 to annex T (Training) and Volume Ill (TRADOC Mobilization and Operations Planning and Execution System), appendix 3 (Concept of Operations) to annex T (Training). Section IV Military Training Management 1-16. Managementof military training and education programs The HQDA, Deputy Chief of Staff, G-3 (DCS, G-3), approves and manages Armymilitary individual, collective, and modernization training and education programs. The HQDA, DCS, G-3, is assisted by the Director of Training, HQDA;a TGOSC;three Councils of ColoneIs (CoC); and designated HQDA executive agents. 1-17. Management military individual training of The Armymanages its requirements for individual training through tbe ArmyTraining Requirements and Resources System (ATRRS). The ATRRS a centralized training management real-time database under HQDA, is Office of tbe Deputy Chief of Staff, G-1 (ODCS,G-I), proponency with interactive capability at Armytraining agencies, schools, training centers, and MACOMs. ATRRS The process consists of three major components: centralized training requirements and resource data, managementof the training flow, and evaluation program execution. The training programs operate in accordance witb the provisions of AR350-10. a. The Structure and Manning Decision Review (SMDR) validates training requirements, compares training requirements with school house resource capabilities (manpower,facilities, equipment, and dollars), and reconciles differences into an affordable, acceptable, and executable training program. SMDR co-chaired by HQDA, is Office of the Deputy Cbief of Staff for Operations and Plans (ODCS, G-3) and HQDA,ODCS,G-1. HQDA, ODCS,G-l, coordinates the SMDR and verifies and provides the record set of training requirements used at the SMDR.HQDA, ODCS,G-l, provides tbe manpowerprogram from wbich the training requirements are derived and ensures that personnel policies supports the training program. HQDA, ODCS, G-3, provides training priorities and addresses resource slmrtfalls. In coordination with the HQDA, ODCS,G-l, HQDA, ODCS,G-3, provides guidance to resolve course-related issues and develops altematives to resolve shortfalls bet~veen training resource needs or capabilities and required training needs. After general officer approval, both the training requirement and training program are published by HQDA, ODCS,G-l, in the ArmyProgram for Individual Training (ARPRtNT).Detailed guidance on SMDR included in is 350-10. b. The AILPR1NT the primary Am~y is mission and resource document for individual training. ARPRINT reflects projected individual training requirements and approved training programs for formal instruction. ARPRINT based is on Armymanpowerrequirements, matches as closely as possible tbe training loads contained within program budget guidance, is used by school systems to allocate resources, and serves as a basis for determining frequency of training. A key byproduct of ARPRINT establishes officer, enlisted, and Am~y training baselines. These baseli